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JOHN  AMOS  COMENIUS 

BISHOP  OF  THE   MORAVIANS 
HIS  LIFE  AND  EDUCATIONAL  WORKS 

BY 

S.  S.  LAURIE,  A.M.,  F.R.S.E. 

PROFESSOR   OF  THE   INSTITUTES   AND   HISTORY   OF   EDUCATION   IN 
THE   UNIVERSITY  OF   EDINBURGH 

RBADING-CIRCI.B    EDITION 

WITH     FIVE     AUTHENTIC    PORTRAITS     AND     A     NEW      BIBLIOGRAPHY 

WITH   FIFTEEN   PHOTOGRAPHIC    REPRODUCTIONS   FROM 

EARLY     EDITIONS    OF    HIS     WORKS 


SYRACUSE,    N.    Y. 
C.   W.    BARDEEN,   PUBLISHER 

1892 

COPYRIGHT,  1892,  BY  C.  W.  BARDEEN 


EDUCATPQif^?  ^^^^ 


SCHOOL  BULLETIN  PRESS,  C.  W.  BARDfEN,  SYRACUSE,  t 


PREFACE  TO  READING  CIRCLE  EDITION. 

This  edition  differs  from  those  hitherto  published 
mainly  (i)  in  being  indexed  by  head-lines,  (2)  in  the 
insertion  of  five  portraits,  and  (3)  in  the  addition  of  a 
Bibliography  of  some  length,  with  photographic  repro- 
ductions of  pages  from  early  editions  of  the  works  of 
Comenius. 

It  has  seemed  to  me  that  Prof.  I^aurie's  book  has 
not  hitherto  been  accorded  the  prominence  it  deserves 
as  an  educational  text-book.  I  have  found  that  read- 
ers are  often  repelled  by  the  somewhat  abstradl  account 
of  the  Renascence  given  in  the  Introduction,  and  have 
not  reached  the  core  of  the  book,  which  is  the  account 
of  The  Great  Didactic,  pages  73-153.  What  Prof. 
Laurie  says  on  pages  222,  223  of  the  pradlical  value 
ofComenius's  views  on  Method,  he  thus  reaffirms  in 
his  article  in  the  Educational  Review  for  March,  1892  : 

In  spite  of  many  defedls  we  have  from  him  the  only  thorough- 
going treatise  on  educational  method  that  has  yet  appeared. 
■^  *  *  Comenius  remains  for  us  the  most  learned  and  simple- 
hearted  worker  for  the  education  of  the  people,  and  the  most 
eminent  writer  on  Method,  whom  the  world  has  ever  seen  —  in 
fact,  the  founder  of  Method. 

This  judgment  will  be  confirmed,  lam  sure,  by  any- 
one who  will  really  master  the  pages  I  have  referred 
to.  I  do  not  believe  a  more  practically  helpful  treatise 
on  Method  was  ever  published  :  certainly  there  is  no 
other  at  once  so  broad  and  sound  and  suggestive. 


5  if  ^3: 


iv  PREFACE  TO   READING   CIRCLE   EDITION 

A  word  as  to  the  portraits  of  Comenius.     The  little 

reproduction    here  given    is   from   a  portrait    hang- 

^^1^^  ing  in   the  Council-chamber  of 

^^^J^^  the   Moravian  church  in  Bohe- 

^K^KSk  ^^y   ^^^  is  a  favorite  picture 

|flg^Sw  among  members  of  that  church. 

^^S|HH^^^^^    The  commonest  portrait  in  text- 

^^^^H^HBH^i'  books  is  that  on  page  7  2 ,  which 

^^^^^SB^BP'    is  copied  from  the  English  edi- 

^^I^BBK^^  tion,  1652,  of  the /anua.  The 
same  picture,  but  steel-engraved  and  with  a  different 
date,  is  given  in  Benham's  Wfe  of  Comenius,  with  this 
note: 

This  Portrait  is  from  an  engraving  by  the  justly  celebrated 
Wenceslaiis  Hollar,  a  Bohemian  exile,  who  most  probably  took 
it  from  life.  It  was  preferred  before  that  of  Glover,  which  was 
done  ten  years  earlier. 

The  frontispiece  is  from  a  photograph  of  a  bust  in 
possession  of  one  of  the  Moravian  communities  in  this 
country. 

The  portrait  on  page  viii . ,  is  from  an  engraving  by  Chr . 
Hagensa  from  the  painting  by  Crispina  de  Passa .  That 
on  page  228  is  from  the  frontispiece  of  his  Opera  Omnia, 

Two  excellent  portraits  for  framing  have  been  re- 
cently published,  and  may  be  had  of  the  publisher  of 
this  volume.  A  fine  picture  in  oils  by  V.  Brozig,  '76, 
24x31,  representing  Comenius  with  his  Didactica 
Magna  in  his  hands,  may  be  had  for  five  dollars.  A 
lithographic  portrait  by  Emanuel  Nadherrnj,  1885, 
20X  24,  may  be  had  for  one  dollar. 

C.  W.  BARDEEN. 

Syracuse,  Nov.  8,  1892. 


PREFACE. 

This  book  is  the  most  complete  —  so  far  as  I  know 
the  only  complete  —  account  of  Comenius  and  his 
works  that  exists  in  any  language.  I  have  gone  care- 
fully through  the  four  volumes  of  his  didactic  writings, 
containing  2271  pages  of  Latin,  good,  bad,  and  in- 
different. The  German  translation  of  one  of  the 
treatises  has  also  been  before  me.  The  life  is  written, 
like  the  rest  of  the  book,  entirely  from  original  sources; 
but  I  do  not  endeavor  to  give  an  account  of  Comenius 's 
ecclesiastical  relations. 

It  is  not  always  easy  to  determine  how  much  of  a 
voluminous  and  prolix  writer  should  be  given.  My 
object  has  been  to  omit  nothing  essential.  "  There  is 
much  in  Comenius  that  is  fanciful,  and  even  fantastic, 
and  of  this  I  have  endeavored,  in  suitable  places,  to 
give  enough  to  exhibit  the  author's  manner  of  thought. 
There  is  much,  again,  that  is  now  universally  accepted 
in  education,  which  I  have  yet  preserved,  because 
the  statement  of  it  is  essential  to  a  proper  exposition 
of  Comenius 's  system.  My  aim  has  been  to  omit 
nothing  that  is  characteristic  or  useful,  or  historically 
important. 

(v) 


VI  PRKFACK 

The  scholastic  habit  of  division  and  subdivision 
was  inherited  by  Comenius,  and  along  with  this 
he  had  in  great  force  the  systematizing  impulse 
of  the  German  mind,  though  not  himself  a  German. 
He  can  leave  nothing  to  be  understood,  but  will 
sometimes  imperil  his  whole  theory  by  insisting  on 
the  small  as  well  as  the  great.  While  following 
closely  the  argument  of  Comenius  I  have  dropped 
superfluous  divisions  and  distinctions,  but  wholly  to 
avoid  repetition  was  impracticable.^ 

S.    S.    IvAURIE. 
University  of  Edinburgh . 

1  A  pleasing  and  lucid  sketch  of  Comenius  and  his  work  will 
be  found  in  Quick's  Educational  Reformers. 


CONTENTS. 

PAGE 

INTP-ODUCTION 9 

LIFE  OF  COMENIUS 25 

AN  ACCOUNT   OF   COMENIUS'S  EDUCATIONAL 

SYSTEM  AND  WORKS  :— 
PART  I.     THE  GREAT  DIDACTIC  : 

First  Skction  :  Pansophy  and  the)  Aim  of  Edu- 
cation           73 

Second  Section  :  Method  of  Education    .       .  83 

Third  Section  :  Art  of  Education       .       .       .  102 
Fourth  Section  :  Generai,  Organization  of  a 

ScHOOi.  System 137 

PART    II.     THE  METHOD  OF  LANGUAGES          .  154 
PART  III.     THE  TEXT-BOOKS    AND  THE   WAY 

OF  USING  THEM 173 

Vestibui^um       .       .      ' 173 

JANUA               180 

ATRIUM 188 

Subsidiary  Text-Books 190 

Orbis  Pictus 190 

ScholaLudus 192 

Text-Book  of  Greek 194 

PART  IV.     INNER   ORGANIZATION  OF  A   PAN- 
SOPHIC    SCHOOL,  AND   THE   INSTRUCTION 

PLAN 196 

BRIEF  CRITICISM  OF  COMENIUS'S  SYSTEM          .  215 

BIBLIOGRAPHY 227 

INDEX 261 

(vii) 


INTRODUCTION. 


THK  RKNASCBNCK. 

It  is  usual  to  date  the  revival  of  letters  from  the 
time  of  Petrarch  in  Italy  (1304-74)  and  Chaucer  in 
England  (1328 -1400),  and  to  find  the  chief  impulse 
which  the  movement  received  from  without,  in  the 
dispersal  of  Greek  scholars  over  Europe  at  the  taking 
of  Constantinople  by  the  Turks  in  1453.  The  new 
birth  of  the  mind  of  Western  and  Northern  Europe  was 
a  process  similar  to  that  which  is  repeated  in  the  intel- 
lectual history  of  every  man  who  rises  above  those 
forms  and  conventionalities  of  life  and  opinion  in  the 
midst  of  which  he  has  grown  up.  The  intelligence  of 
men  was  overlaid  with  a  burden  of  dogmatism  and 
pedantry  of  form  in  theology,  ritual  philosophy,  gram- 
mar, and  rhetoric.  Looking  straight  at  things — things 
•of  sense  and  of  thought, — contemplating  those  ques- 
tions which  every  thoughtful  man  has  ultimately  to 
answer  for  himself,  in  an  immediate  way,  and  no 
longer  through  the  medium  of  mere  phrases  and  forms, 
constituted  the  essence  of  the  revival.  The  regenera- 
tion of  the  human  spirit  was  felt  in  almost  every  de- 
partment of  intellectual  and  moral  activity. 

This  return  of  the  soul  of  man  to  Reality  was,  it 
3eems  to  me,  the  true  characteristic  of  the  revival.    For 

(9) 


10  Tim  RKNASCKNCK 

the  c'r/ bones  of  Grammar,  I^ogic,  and  Rhetoric,  was 
substituted  the  living  substance  of  thought,  and  the 
gymnastic  of  the  schools  gave  place  to  the  free  play  of 
mind  once  more  in  contact  with  nature.  The  revival 
was  thus  a  return  to  realism — the  realism  of  a  poetic 
observation  of  nature,  and  of  the  thought  of  man  on 
the  things  that  pertain  to  humanity. 

The  classical  writers  of  Greece  and  Rome  were,  in 
those  da3^s,  almost  the  sole  exponents  of  the  new  life, 
and  the  alliance  in  them  of  truth  and  felicity  of  percep- 
tion with  beauty  of  expression  so  captivated  the  minds 
of  the  Humanists  that  they  surrendered  to  them  their 
own  individuality.  Beauty  of  expression  was  regarded 
as  inseparable  from  truth  and  elevation  of  thought. 
The  movement  soon  shared  the  fate  of  of  all  enthusi- 
asms. The  new  form  was  w^orshipped,  and  to  it  the 
spirit  and  substance  were  subordinated.  Style  became 
the  supreme  object  of  the  educated  class,  and  success- 
ful imitation,  and  thereafter  laborious  criticism,  became 
the  marks  of  the  highest  culture.  The  relation  of 
ancient  Rome  to  Greece  was  somewhat  similar,  but 
with  this  difference,  that  the  Roman,  being  himself 
cast  in  an  antique  mould,  brought  into  literature  the 
contribution  of  his  own  freshness  and  originality. 

When  style  and  a  wide  and  various  knowledge  of 
stylists  became  the  ambition  of  the  cultivated  man,  it 
can  readily  be  understood  that  the  education  of  boys 
suffered.  The  object  of  schoolmasters  being  to  pre- 
pare boys  to  admire  and  imitate  perfection  of  form  in 
an  ancient  tongue,  they  had  to  fall  back  on  the  old 
grammatical  drill.     The   chief  permanent  benefit  to 


THK   HUMANISTIC  MOVEMENT  11 

youtli  was  an  improvement  in  the  text-books,  the  works 
of  the  classical  writers  themselves  now  taking  the  j^lace 
of  epitomes  and  of  barbarous  Latinity. 

It  would  have  been  strange  if  man's  relations  to  the 
unseen  and  eternal  had  escaped  the  criticism  of  the  re- 
awakened soul :  accordingly,  we  find  the  names  of 
Wycliffe  and  Huss  conspicuous  in  the  period  of  Pe- 
trarch and  Chaucer.  When,  later,  subjects  of  spirit- 
ual interest  came  fully  within  the  scope  of  the  modern 
movement,  they  took  precedence  of  all  others,  for  they 
concerned  the  business  and  touched  the  heart  of  the 
humblest  as  well  as  of  the  highest.  Reform  in  religion 
introduced  the  element  of  passion  into  the  revival,  and 
supplied  the  motive  force  necessary  to  sustained  and 
persistent  activity. 

In  the  earlier  half  of  the  sixteenth  century  the  Hu- 
manistic movement  was  represented  by  such  men  as 
lyudovicus  Vives,  Erasmus,  Budseus,  and  Sir  Thomas 
More,  and  the  parallel  religious  activity  by  the  great 
names  of  Luther  and  Calvin.  In  Melanchthon  the 
literary  and  theological  streams  met.  Luther  was  un- 
questionably a  Humanist,  but  it  was  inevitable  that  the 
deeper  spiritual  interests  of  which  he  was  the  guardian 
should  obscure  the  less  urgent  and  less  vital  claims  of 
learning  and  culture.  In  his  followers  this  result  was 
conspicuous.  Men's  minds  became  engrossed  with  a 
reconstruction  of  faith  and  a  reorganization  of  the 
Church,  an  enterprise  which  shook  Europe  and  dis- 
turbed the  old  order  to  its  foundations.  The  political 
and  ecclesiastical  wars  may  be  said  to  have  lasted 
nearly  one  hundred  and  thirty  years. 


12  THE   RKNASCKNCK 

In  the  History  of  Education  it  is  important  to  recog- 
nize the  existence  of  the  two  parallel  streams  of  intel- 
lectual and  spiritual  regeneration .  The  leaders  of  both, 
like  the  leaders  of  all  great  social  changes,  at  once  be- 
thought themselves  of  the  schools.  Their  hope  was 
in  the  young,  and  hence  the  reform  of  Education 
early  engaged  their  attention. 

The  pure  Humanists,  on  the  one  hand,  were  intent 
on  the  substitution  of  literary  culture  for  grammatical 
and  logical  forms,  and  cared  only  for  the  education  of 
the  few ;  but  their  sympathy  with  the  religious  re- 
formation was  notorious  ;  and  they  shared  the  suspicion 
with  which  the  Protestant  reformers  were  regarded  by 
the  mediaeval  Church.  To  know  Greek  was  to  be  ex- 
posed to  insinuations  of  heresy.  An  attitude  of  hos- 
tility towards  the  independent  activity  of  the  human 
mind  was  not,  however,  peculiar  to  the  mediaeval 
Church  ;  it  is  to  be  easily  detected  in  certain  forms  of 
Protestantism .  Both  alike  are  obscurantists ,  and  regard 
reason  with  suspicion,  if  not  aversion.  They  have  a 
profound  distrust  for  Humanity . 

The  Church  Reformers,  on  the  other  hand,  had  an 
interest  in  the  progress  of  culture  scarcely  less  sincere 
than  that  of  the  Humanists,  but  to  this  they  added 
compassion  for  the  dense  ignorance  of  the  masses  of 
the  people.  The  human  soul,  wherever  found,  was  to 
them  an  object  of  infinite  concern,  and,  unlike  the 
Humanists,  they  aimed  at  universal  instruction.  The 
new  form  of  the  old  faith,  it  was  felt,  could  sustain 
itself  only  on  the  basis  of  popular  education*  The 
Reformers  were  educated  philanthropists  in  the  truest 


THK  SCHOOI.  AND   THE^   CHURCH  13 

sense,  and  hence  the  people's  school  is  rightly  called 
the  child  of  the  Reformation.  It  would  be  out  of  place 
here,  in  illustration  of  what  has  been  said,  to  do  more 
than  advert  to  Luther's  impassioned  appeals,  and  to 
Melanchthon's  universal  activity  which  earned  for  him 
the  honorable  designation  of  Praeceptor  Germaniae.  To 
the  same  union  of  the  theological  with  the  philan- 
thropic spirit  was  due  the  noble  scheme  of  popular 
education  embodied  in  the  Book  of  Polity  of  the  Re- 
formed Church  of  Scotland,  written  so  early  as  1560. 

The  educational  aims  of  the  leaders  of  the  Humanis- 
tic and  theological  revival  respectively,  while  they  did 
not  conflict,  were  thus  different  both  in  their  spirit  and 
scope ;  and  it  is  important  to  note  this,  if  we  are  to 
understand  the  history  of  Schools  from  the  sixteenth 
century  down  to  our  own  time  :  for  motive  causes  in 
operation  350  years  ago  are  still  active. 

While  the  literary  Humanists,  such  as  Erasmus,  had 
for  their  aim  culture,  and  this  almost  exclusively 
through  the  literatures  of  Greece  and  Rome,  the  theo- 
logical Humanists,  though  recognizing  culture,  yet 
desired  to  subordinate  it  at  every  stage  to  a  religious 
purpose.  The  latter  had  consequently  on  their  side 
popular  sentiment,  because  they  most  truly  represented 
the  popular  need.  *  Above  all  things,'  said  Luther, 
*  let  the  Scriptures  be  the  chief  and  the  most  frequently 
used  reading-book,  both  in  .primary  and  in  high 
schools.  .  .  .  Where  the  Holy  Scriptures  do  not 
bear  sway,  there  I  would  counsel  none  to  send  his 
child  ;  for  every  institution  will  degenerate  where  God's 
Word  is  not  in  daily  exercise.     .     .     .     The   High 


11:  THB  R2;NASCKNCK 

Schools  ought  to  send  forth  men  thoroughly  versed  in 
the  Scriptures  to  become  bishops  and  pastors,  and  to 
stand  in  the  van  against  heretics,  the  devil,  and  if  need 
be,  the  whole  world.'  With  all  this,  Luther's  views 
of  education  were  large  and  liberal,  including  music, 
gymnastic,  and  history,  as  well  as  the  languages  and 
mathematics.  Melanchthon  also,  while  urging  the 
pursuit  of  ancient  philosophy  in  its  original  sources, 
and  of  the  literatures  of  Greece  and  Rome,  yet  held  by 
Christian  teaching  as  the  main  end  of  the  school .  So 
with  Valentine  Trotzendorf  and  the  eminent  John 
Sturm  of  Strasburg,  whose  great  classical  school  was  a 
model  for  all  countries  :  '  a  wise  and  persuasive  piet}^ 
knowledge  and  purity  and  elegance  of  diction,'  were 
his  aim.  The  Humanistic  Protestant  schools  thus  em- 
braced Christian  teaching  as  a  vital  part  of  their  cur- 
riculum, the  desire  of  the  Reformers  being  always  to 
unite  true  learning  with  sound  theology.  It  was  this 
theological  humanism  (so  to  speak)  thai  ultim^ately 
gained  the  day  among  the  Reformed  Churches. 

The  Roman  Catholic  Church  meanwhile  was  not  in- 
sensible to  the  scholastic  changes  which  the  modern 
spirit  had  made  inevitable.  The  new  order  of  the 
Jesuits  was  authorized  in  1540.  Their  special  function 
as  a  Church  Society  was  preaching,  confession,  and 
education,  but  the  last-named  chiefly.  'To  this,' 
says  Ranke, '  they  thought  of  binding  themselves  by  a 
special  clause  in  their  vows  ;  and  although  that  was 
not  done,  they  made  the  practice  of  this  duty  impera- 
tive by  the  most  cogent  rules.  Their  most  earnest 
desire  was  to  gain  the  rising  generation.'     In    1626 


MKTHOD   OF   THE  JESUITS  15 

they  had  already  467  Colleges  and  thirty-six  Semin- 
aries, and  to  their  zealous  and  self-denying  labors  the 
reaction  from  Protestantism  was  mainly  due.  While 
subordinating  all  learning,  nay,  every  act  of  life,  to 
the  Catholic  idea,  they  yet  had  open  minds  for  educa- 
tional improvements.  The  best  parts  of  the  methods 
pursued  in  the  schools  of  Trotzendorf  and  Sturm  were 
embodied  in  their  system.  Familiarity  with  Latin  as 
a  common  language,  however,  rather  than  with  the 
literature  of  Latin,  was  their  school  aim.  At  the  same 
time,  they  were  vSufiiciently  influenced  by  the  Human- 
istic revival  to  discard  scholastic  barbarism  and  to 
cultivate  style.  Where  rhetoric  and  style  are  culti- 
vated for  themselves,  the  result  is  a  certain  discipline 
of  the  faculties  certainly,  but  an  absence  of  the  genu- 
ine substance  of  education.  Expression,  not  thought, 
becomes  the  prime  consideration ;  and  it  is  only 
thought  about  the  realities  of  sense  or  about  the 
products  of  thought  that  calls  forth  original  power. 
The  Jesuit  course  included  Latin  and  a  moderate 
amount  of  Greek,  with  logic  and  rhetoric  for  the  more 
advanced  classes.  They  could  show  as  good  a  cur- 
riculum as  the  public  grammar  schools  of  their  time. 
The  superiority  of  the  Protestant  schools  lay  in  the 
greater  freedom  of  spirit  which  characterized  them,  and 
the  greater  regard  paid  to  the  substance  of  literature. 
The  Jesuits,  however,  were  far  in  advance  of  their  con- 
temporaries in  laying  down  for  their  teachers  a  definite 
educational  method  —  stiff  and  inelastic  certainly,  but 
yet  a  method.  Little  by  little,  little  at  a  time,  culti- 
vation of  the  memory,  thoroughness  in  a  few  things, 


16  THK   RKNASCKNCE: 

easy  work,  and  a  mild  but  persistent  discipline,  were 
merits  belonging  to  the  Jesuit  schools  two  hundred 
years  before  they  were  practiced  to  any  large  extent 
elsewhere.  It  is  not  our  business  here  to  enter  more 
largely  into  the  Jesuit  system  :  our  object  is  simply  to 
show  that  this  religious  Order  accepted  the  Humanistic 
movement,  under  narrow  restrictions  certainly,  but  these 
not  of  a  kind  to  render  their  Humanism  a  mere  name. 

Thus  it  was  that  on  both  sides  of  the  great  contro- 
versy which  began  350  years  ago,  and  still  continues, 
religion  furnished  the  motive  of  education  ;  and  so  it 
will  ever  be,  although  it  is  possible  that  the  form  which, 
the  religious  spirit  takes  may  be  so  veiled  as  to  be  in- 
visible even  to  itself.  On  one  side,  it  was  recognized 
that  the  way  to  faith  was  through  obedience,  and  that, 
obedience,  the  first  of  virtues  in  a  true  Catholic,  can 
be  secured  in  two  ways — ^by  the  careful  shaping  of  the: 
minds  of  those  who  demand  education,  and  by  the 
equally  careful  neglect  of  the  intelligence  of  those  who 
can  be  safely  passed  by.  On  the  other  side,  the 
Humanistic  revival  was  early  lost  in  the  more  pressing 
claims  of  the  Theological  revival,  and  the  genuine 
human  spirit  permanently  survived  only  in  the  move-^ 
ment  to  instruct  the  masses.  The  theological  spirit  it 
was  that  gave  the  impulse  necessary  to  carry  education 
down  into  the  lower  strata  of  society,  and  so  to  raise 
the  humanity  of  the  people. 

The  improvements  made  in  the  grammar  schools 
under  the  influence  of  Melanchthon  and  Sturm,  and, 
in  England,  of  Colet  and  Ascham,  did  not  endure,. 
save  in  a  very  limited  sense.     Pure  classical  literature 


SCOTI^AND  AND  SAXONY  IN  ADVANCE  17 

was  now  read, — a  great  gain  certainly,  but  this  was 
all.  There  was  no  tradition  of  method,  as  was  the 
case  in  the  Jesuit  order.  During  the  latter  half  of  the 
sixteenth  century,  the  complaints  made  of  the  state 
of  the  schools,  the  waste  of  time,  the  barbarous  and 
intricate  grammar  rules,  the  cruel  discipline,  were  loud 
and  long,  and  proceeded  from  men  of  the  highest  in- 
tellectual standing.  It  has  to  be  remembered,  how- 
ever, that  all  Europe  had  been  embroiled  in  civil  and 
ecclesiastical  contentions,  and  that  the  seeds  of  popular 
education  and  oLan  improved  secondary  system  could. 
not  possibly  have  developed  themselves  in  an  atmos- 
phere so  ungenial .  Indeed ,  until  the  remodelled  school 
code  of  Saxony  appeared  in  1773  the  dawn  so  fdllof 
promise  was  clouded.  Two  hundred  years  were  lost. 
Scotland  alone  was  during  this  period  busily  carrying 
out,  in  a  truly  national  sense,  the  programme  of  the; 
Reformation  and  the  Humanists,  but  this,  in  accord- 
ance with  the  genius  of  Protestantism,  mainly  on  the^ 
popular  side. 

But  the  complaints  and  demands  of  men  of  learning 
and  piety  were  not  relaxed.  To  unity  in  the  Reformed 
Churches  they  looked,  but  looked  in  vain,  for  a  settle- 
ment of  opinion,  and  to  the  school  they  looked  as  the 
sole  hope  of  the  future.  The  School,  as  it  actually 
existed,  might  have  well  filled  them  with  despair.. 
Even  in  the  Universities,  Aristotelian  Physics  and 
Metaphysics,  and  with  them  the  scholastic  philosophy, 
still  held  their  own.  The  reforms  initiated  mainly  by 
Melanchthon  had  not,  indeed,  contemplated  the  over- 
throw of  Aristotelianism.     He  and  the  other  Human- 


18  the;  re^nascknc:^) 

ists  merely  desired  to  substitute  Aristotle  himself  in 
the  ori glial  for  the  Latin  translation  from  the^  Arabic 
(necessarily  misleading),  and  the  Greek  and  Latin 
classics  for  barbarous  epitomes.  These  very  reforms, 
however,  perpetuated  the  reign  of  Aristotle,  when  the 
spirit  that  actuated  the  Reformers  was  dead  and  there 
had  been  a  relapse  into  the  old  scholasticism.  The 
Jesuit  reaction,  also,  which  recovered  France  and  South 
Germany  for  the  Papal  See,  v/as  powerful  enough  to 
preserve  a  footing  for  the  metaphysical  theology  of 
St.  Thomas  Aquinas  and  the  schoolmen.  In  England, 
Milton  was  of  opinion  that  the  youth  of  the  Universities 
were,  even  so  late  as  his  time,  still  presented  with  an 
'asinine  feast  of  sow-thistles.'  These  retrogressions 
in  School  and  University  serve  to  show  how  exceed- 
ingly difficult  it  is  to  contrive  any  system  of  education, 
middle  or  upper,  which  will  work  of  itself  when  the 
contrivers  pass  from  the  scene.  Hence  the  importance, 
it  seems  to  us,  of  having  in  every  University,  as  part 
of  the  philosophical  faculty,  a  department  for  the  ex- 
position of  this  very  question  of  Education — surely  a 
very  important  subject  in  itself  as  an  academic  study, 
and  in  its  practical  relations  transcending  perhaps  all 
others.  How  are  the  best  traditions  of  educational 
theory  and  practice  to  be  preserved  and  handed  down, 
if  those  who  are  to  instruct  the  youth  of  the  country 
are  to  be  sent  forth  to  their  work  from  our  Universities 
with  minds  absolutely  vacant  as  to  the.  principles  and 
history  of  their  profession — if  they  have  never  been 
taught  to  ask  themselves  the  questions,  '  What*am  I 
going  to  do?'     'Why?*  and    *How?'    This  subject  is, 


bacon's    * '  ADVANCKMKNT   of   I.KARNING'*         19 

'one  worthy  of  consideration  both  by  the  Universities 
and  the  State.  It  was  the  want  of  Method  that  led  to 
the  decline  of  Schools  after  the  Reformation  period  ; 
it  was  the  study  of  Method  which  gave  the  Jesuits  the 
superiority  that  on  many  parts  of  the  Continent  they 
still  retain. 

In  1605  there  appeared  a  book  which  was  destined 
to  place  educational  method  on  a  scientific  foundation, 
although  its  mission  is  not  yet,  it  is  true,  accomplished. 
This  was  Francis  Bacon's  Advance?nc7it  of  Leammg^ 
which  was  followed,  some  years  later,  by  the  Organo7i, 
For  some  time  the  thoughts  of  men  had  been  turning 
to  the  study  of  Nature.  Bacon  represented  this  move- 
ment, and  gave  it  the  necessary  impulse  by  his  masterly 
surve}?'  of  the  domain  of  human  knowledge,  his  preg- 
nant suggestions,  and  his  formulation  of  scientific 
method.  Bacon  was  not  aware  of  his  relations  to  the 
science  and  art  of  Education  ;  he  praises  the  Jesuit 
schools,  not  knowing  that  he  was  subverting  their  very 
foundations.  We  know  inductively :  that  was  the  sum 
of  Bacon's  teaching.  In  the  sphere  of  outer  Nature, 
the  scholastic  saying.  Nihil  est  171  i7itellectu  quod  7ion 
prius  fuerit  171  se7isii,  was  accepted,  but  with  this  ad- 
dition, that  the  impressions  on  our  senses  were  not 
themselves  to  be  trusted.  The  mode  of  verifying 
sense-impressions,  and  the  grounds  of  valid  and  neces- 
sary inference,  had  to  be  investigated  and  applied.  It 
is  manifest  that  if  we  can  tell  how  it  is  we  k7iow,  it 
follows  that  the  method  of  intellectual  instruction  is 
scientifically  settled. 


20  THK  eknasce:nck 

But  Bacon  not  only  represnted  tlie  urgent  longing- 
for  a  co-ordination  of  the  sciences  and  for  a  new 
method;  he  also  represented  the  weariness  of  words, 
phrases,  and  vain  subtleties  which  had  been  gradually 
growing  in  strength  since  the  time  of  Montaigne,  Ludo- 
vicus  Vives,  and  Erasmus.  The  poets,  also,  had  been 
placing  Nature  before  the  minds  of  men  in  a  new  aspect. 
The  Humanists,  as  we  have  said,  while  unquestionably 
improving  the  aims  and  procedure  of  education,  had 
been  powerless  to  prevent  the  tendency  to  fall  once 
more  under  the  dominion  of  words,  and  to  revert  to 
mere  form.  The  realism  of  human  life  and  thought, 
which  constituted  their  raison  d^etre^  had  been  unable 
to  sustain  itself  as  a  priniciple  of  action,  because  there 
was  no  school  of  method.  It  was  the  study  of  the 
realities  of  sense  that  was  finally  to  place  eduation  on 
a  scientific  basis,  and  make  reaction,  as  to  method  at 
least,  impossible. 

The  thought  of  any  age  determines  the  education  of 
the  age  which  is  to  succeed  it.  Education  follows,  it 
does  not  lead.  The  School  and  the  Church  alike 
march  in  the  wake  of  science,  philosophy,  and  political 
ideas.  We  see  this  illustrated  in  every  epoch  of 
human  history,  and  in  none  so  conspicuously  as  in 
the  changes  which  occurred  in  the  philosophy  and  edu- 
cation of  ancient  Rome  during  the  lifetime  of  the  elder 
Cato,  and  in  modern  times  during  the  revival  of  letters 
and  the  subsequent  rise  of  the  Baconian  induction. 
It  is  impossible,  indeed  for  any  great  movement  of 
thought  to  find  acceptance  without  its  telling  to  some 
extent  on  every  department  of  the  body  politic.     Its 


BACON  TUH   FATHKR  Oi^   R:^AI.ISM  21 

influence  on  the  ideas  entertained  as  to  the  education 
of  the  rising  generation  must  be,  above  all,  distinct 
and  emphatic.  Every  philosophical  writer  on  political 
science  has  recognized  this,  and  has  felt  the  vast  signi- 
ficance of  the  educational  system  of  a  country  both  as 
an  effect — the  consequence  of  a  revolution  in  thought — ► 
and  as  a  cause,  a  moving  force  of  incalculable  power  in 
the  future  life  of  a  commonwealth.  Thus  it  was  that 
the  Humanistic  movement  which  preceded  and  ac- 
companied the  Reformation  of  religion  shook  to  its 
center  the  mediaeval  school-system  of  Europe;  and 
that  subsequently  the  silent  rise  of  the  inductive  spirit 
subverted  its  foundations. 

Bacon,  though  not  himself  a  Realist  in  the  modem 
and  abused  sense  of  that  term,  was  the  father  of 
Realism.  It  was  this  side  of  his  teaching  which  was 
greedily  seized  upon,  and  even  exaggerated.  Edu- 
cational zeal  now  ran  in  this  channel.  The  conviction 
of  the  Churches  of  the  time,  that  one  can  make  men 
what  one  pleases  (by  fair  means  or  foul),  was  shared 
by  the  innovators.  By  education,  rightly  conceived 
and  rightly  applied,  the  enthusiasts  dreamed  that  they 
could  manufacture  men,  and,  in  truth,  the  Jesuits  had 
shown  that  a  good  deal  could  be  done  in  this  direction. 
The  new  enthusiasts  failed  to  see  that  the  genius  of 
Protestantism  is  the  genius  of  freedom,  and  that  man 
refuses  to  be  manufactured  except  on  suicidal  terms. 
He  must  first  sacrifice  that  which  is  his  distinctive  title 
to  manhood  —  his  individuality  and  will.  That  the 
prophets  of  educational  Realism  should  have  failed  to 
see  this  is  not  to  be  laid  to  their  door  as  a  fault ;  it 


22       *  THK  RiCNASCj^NCJi: 

merely  shows  that  they  belonged  to  their  own  time  and 
not  to  ours.  They  failed  then,  as  some  fail  now,  to 
understand  man  and  his  education,  because  they  break 
with  the  past.  The  record  of  the  past  is  with  them 
merely  a  record  of  blunders*  The  modern  Humanist 
more  wisely  accepts  it  as  the  storehouse  of  the  thoughts, 
and  life  of  human  reason.  In  the  life  of  Man  each  in- 
dividual of  the  race  best  finds  his  own  true  life.  This, 
is  modern  Humanism — the  Realism  of  thought. 

Yet  it  is  to  the  Sense-realists  of  the  earlier  half  of  the 
seventeenth  century  that  we  owe  the  scientific  founda- 
tions of  educational  method,  and  the  only  indication  of 
the  true  line  of  answer  to  the  complaints  of  the  time. 
In  their  hands  sense-realism  became  allied  with  Prote- 
stant Theology,  and  pure  Humanism  disappeared.  They 
were  represented  first  by  Wolfgang  von  Ratich,  a  native 
of  Holstein,  born  in  1571.  Ratich  was  a  man  of  con- 
siderable  learning.  The  distractions  of  Europe,  and 
the  want  of  harmony,  especially  among  the  Churchs  of 
the  Reformation,  led  him  to  consider  how  a  remedy 
might  be  found  for  many  existing  evils.  He  thought 
that  the  remedy  was  to  be  found  in  an  improved  school- 
system — improved  in  respect  both  of  the  substance  and 
method  of  teaching.  In  161 2,  accordingly,  he  laid 
before  the  Diet  of  the  German  Empire  at  Frankfort  a 
Memorial  in  which  he  promised,  'with  the  help  of  God, 
to  give  instructions  for  the  service  and  welfare  of  all 
Christendom : '  and  to  show— 

*i.  How  the  Hebrew,  Greek,  Latin,  and  other  tongues  many 
easily  be  taught  and  |leamed  both  by  young  and  old,  mcare 
thoroughly  and  in  a  shorter  time. 

*2.     How,  not  only  in  High  Dutch,  but  also  in  other  tongues  a 


RATICH   AND   THE  SKNSB-RKALISTS  23 

school  may  be  established  in  which  the  thorough  knowledge  of 
all  Arts  and  Sciences  may  be  learne  1  and  propagated. 

*3.  How,  in  the  whole  kingdom,  and  the  same  speech,  one 
and  the  same  goverment,  and,  finally,  one  and  the  same  religion, 
may  be  commodiously  and  peacefully  maintained. ' 

We  speak  of  Raticli  here,  not  with  a  view  to  the  ex- 
position of  his  system,  but  merely  as  the  pioneer  of  the 
modern  inductive  school,  and  as  the  predecessor  of 
Comenius  :  and  it  will  suffice,  therefore,  to  sum  up  his 
leading  principles  as  these  are  to  be  found  stated  by 
Schmidt  and  Von  Raunier  in  their  Histories  : 

1.  Everything  according  to  the  order  and  course  of  Nature.! 

2.  Only  one  thing  of  a  kind  at  a  time.2 

3.  One  thing  often  repeated  (i.  e.  keep  at  the  same  thing,, 
repeating  it  often.) 

4.  Everything  in  the  mother-tongue  first :  for  in  the  mother- 
tongue  resides  this  advantage,  that  the  pupil  has  to  think  only 
of  the  thing  he  has  to  learn,  and  need  not  trouble  himself  with 
the  language  over  and  above.  Out  of  the  mother-tongue  pass 
to  other  tongues. 

5.  Everything  without  violence.  For  by  compulsion  and 
blows  one  disgusts  youth  with  studies,  and  causes  them  to  assume 
an  attitude  of  hostility  to  them.  The  pupil  must  not  be  afraid 
of  the  teacher,  but  love  him,  and  hold  him  in  honor,  a  result 
which  will  be  found  if  the  teacher  rightly  discharges  his  function. 

6.  Nothing  must  be  learned  by  rote,  for  intelligence  and 
acuteness  are  absent  from  the  pupil  who  gives  himself  much  to 
rote-learning. 


1  The  American  translation  should  always  be  compared  with 
the  German  ;  e,  g.  the  German  of  Von  Raumer  is  *  AUes  nach 
Ordnung  oder  Lauff  der  Natur,'  which  is  translated  *  Everything 
in  its  order,  or  the  comse  of  Nature. '  Schmidt  says  und  not 
Oder, 

2  The  American  translation  says  '  Only  one  thing  at  a  time,* 
and  it  equally  misses  the  point  elsewhere. 


^4c  the:  rknascknce) 

7.  Uniformity  in  all  things,  as  well  in  the  method  of  teach- 
ing as  in  the  books,  rules,  etc.,  so  that  the  grammar  of  the  vari- 
ous languages  taught  may  be  as  much  as  possible  harmonized. 

8.  First  a  thing  in  itself,  and  then  the  way  of  it.  Matter 
before  form.     Rules  without  matter  confuse  the  understanding. 

9.  Everything  through  experience  and  the  investigation  of 
particulars. 

The  motto  of  the  Ratichians  was  *  Per  inductionem  et  experi' 
tnentutn  omnia,^^ 

Ratich's  life  was  practically  a  failure.  He  did  not 
succeed  in  his  scholastic  work,  and  this  is  to  be  ascribed 
to  the  following  causes — (i)  His  character  ;  (2)  the  too 
purely  theoretical  groundwork  of  his  scheme ;  (3)  the 
jealousy  and  opposition  of  others  ;  (4)  his  wrong  ap- 
plication of  his  own  principles ;  (5)his  want  of  that 
instinctive  feeling  for  the  art  of  teaching,  which  was 
conspicuous  in  his  greater  successor  Comenius.  He 
died  in  1635,  at  the  age  of  sixty-four.  His  scheme  had 
meanwhile  been  most  favorably  received  by  many- 
learned  men,  and  had  attracted  the  attention  of  the 
Princes  of  Central  Europe.  The  University  of  Giessen 
reported  favorably  on  his  pretensions,  and  the  Ratich- 
ians were  by  no  means  a  small  or  uninfluential  party 
in  the  schools  and  Universities  of  Europe.  In  those 
days  some  Universities  seemed  to  take  an  interest  in 
Education. 

The  torch  that  fell  from  Ratich's  hand  was  seized 
ere  it  touched  the  ground,  by  John  Amos  Comenius, 
who  became  the  head,  and  still  continues  the  head,  of 
the  Sense-realistic  school.  His  works  have  a  present 
and  practical,  and  not  merely  an  historical  and  specu- 
lative, signifiance. 

1  Raumer  is  a  prejudiced  writer,  especially  when  dealing  with 
^Ratich  and  the  '  moderns  '  (as  he  calls  them)  generally. 


LIFE  AND  WORKS  OF  COMENIUS. 


John  Amos  Come:nius  (Komenski)  was  born  at  Nivnitz, 
a  village  of  Moravia,^  on  the  28tli  of  March,  1592. 
His  father  was  a  miller.  The  family  belonged  to  the 
sect  of  Reformed  Christians  known  sometimes  as  the 
Bohemian,  more  generally  as  the  Moravian,  Brethren. 
This  sect  of  Christians  has  never  attained  to  great  di- 
mensions, but  it  has  been  distinguished  by  an  activity 
and  zeal  which  have  given  it,  notwithstanding  the 
fewness  of  its  members,  a  conspicuous  place  among 
religious  communions .  Although  generally  recognized 
as  lyUtherans,  they  connect  themselves  by  direct 
ecclesastical  descent  with  the  Bohemian  Reformer 
Huss,  and  have  always  preserved  a  distinct  organiza- 
tion of  their  own.  At  the  present  day  they  number,  it 
is  believed,  only  about  5,000  communicants  in  Europe, 
and  7,000  in  America  They  acknowledge  an  episco- 
pate, but  their  bishops  have  little  power.  Their  chief 
characteristic  seems  always  to  have  been  a  certain 
simplicity  of  faith,  combined  with  an  earnest  personal 

1  Some  say  at  Comna  or  Comnia  (near  Briinn,  whence  the 
surname  Commenius  or  Comenius.  The  family  name  was  in 
German  Topfer  i,  e.  Potter.  Comnia  is  in  long,  about  18  deg. 
B.  from  Greenwich,  lat.  49  deg.  Gindely  simply  says  in  the 
■yncinity  oi  Ungarisch-Brod,  At  the  University  of  Heidelberg 
he  was  entered  as  a  native  of  Nivnitz,  a  little  village  about  a 
le.igue  from  Ungarisch-Brod. 

(25) 


26  BIOGRAPHY   OV'   COMKNIUS 

piety  and  a  practical  realization  of  the  brotherly  rela- 
tion in  which  all  the  members  of  a  common  Christian 
Confession  ought  to  stand  to  one  another. 

Comenius  is  usually  called  an  Austro;;Sclav  ;  that  is 
to  say,  a  Sclav  born  within  the  the  sovereignty  of  Aus- 
tria. His  family,  and  he  himself  consequently,  spoke 
the  Boh^nnan^r^CzechJongue,  which  is  a  West- Sclav 
dialect,  and  is  considered  to  be  the  best  of  all  the 
Sclavonic  forms.  Huss  may  be  said  to  have  done  for 
this  dialect  w^hat  Luther  afterwards  did  for  German. 

The  young  Comenius  was  born  in  ^TQ^i^glQyi^Mm^s. 
The  European  disturbances  and  complications  arising 
out  of  the  advance  which  the  thought  of  man  had  made 
in  the  fifteenth  and  sixteenth  centuries  —  generally 
denoted  by  the  terms  '  Revival  of  Letters  '  and  the 
'Reformation  of  Religion,'  or  more  generally'  the 
Renascence,' — had  already  been  in  active  operation 
for  seventy  years,  and  Comenius  was  growing  old  when 
the  close  of  the  Thirty  Years'  War  gave  Europe  peace, 
after  having  made  a  great  part  of  it  a  desert.  Austria 
was  at  that  time  the  great  German  power.  Prussia 
had  no  political  existence,  while  Poland  was  a  large 
and  influential  kingdom,  including  much  of  what  is 
now  Russia. 

Comenius 's  paren^.di^  while  he  was  stillj^^child,. 
and  he  was  accordingly  |ianded_oyer_tg_giiardia^ 
There  appears  to  have  been  a  Httle  money  left  by  the 
father — enough  to  help  in  the  education  and  mainten- 
ance of  the  son .  He  received ,  however ,  qnl^jhelinuj^d 
amoijnt_pf_iiistruction_o^^  in    one    of  these 

elementary  people's  schools  which  were  the  fruit  of 


HIS  simple:  karIvY  i^ifk  27 

tHe  Reformation  —  the  school  of  Strassnick.  This 
amounted  to  reading,  writing,  a  knowledge  of  the 
Catechism ,  and  of  the  smallest  beginnings  of  arithmetic . 
He  had  reached  his  .sixteenthj^ear  without  having  en-  ;  6- 
tered  on  the  study  of  Latin — at  that  time  still  the 
indispensable  instrument  of  all  literature,  and  of  inter- 
national communication  among  the  learned.  We  are 
not  to  conclude  from  this  that  his  guardians  neglected 
his  education.  The  community  of  which  he  was  an 
orphan  child  had  to  raise  up  pastors  for  their  own  in- 
struction, and  this  necessity,  independently  of  other 
considerations,  would  have  led  to  the  fostering  of  any 
boyish  promise  shown  by  young  Comenius.  It  is 
probable  that  hejwa5^g^_,eJlil4jiL4law_gtii^  It  was 
certainly  not  till  his_sixteentli_y£gr  that  he  began  to 
feel  and  to  show  a  desire_Jor__.th^Jife_of_a^^ 
There  was  probably  an  advantage  in  this.  Unvisited 
by  ambitions  which  could  carry  him  beyond  the  narrow 
limits  of  his  own  quiet  community,  his  mind  must  have 
had  time  slowly  and  surely  to  imbibejthe_teachin^  of 
the  simple  Brotherhood  toj^hiclLJieielQngedJ  and  to 
be  thoroughly  imbued  with  their  ^mest^piriri.  We 
see  the  effects  of  this  upbringing  conspicuous  through- 
out his  whole  life.  Simplicity,  zeal,  piety,  selfisacri- 
fice,  humility,  are  always  present.  The  whole  tenor 
of  his  life  confirms  his  own  confession  that  he  was  by 
nature^ofajretiringdispQsi^  had  more^fjear  than  of 
llQp£  in  his  constitution,  that  the  part  of  innovator 
was  one  alien  to  him,  and  that  he  was  keenly  alive  to 
the  fact  that  those  who  think  they  have  got  some  new 
light  are  often  merely  pursuing  ignes/aiui,     '  Nor  yet,  * 


28  BIOGRAPHY   OF   COMKNIUS 

he  adds,  '  do  I  desire  to  belong  to  that  class  of  men 
who  cling  to  the  old  and  the  customary,  spite  of  the 
indications  of  God  Himself,  Reason,  and  Common 
Sense. '^' 

Out  of  the  Moravian  evangelical  soil  he  grew,  and  a 
^igxgxia^Lill-ii£S2l_and  SQul^^^  to  the  end. 

It  is  important  to  note  this.  We  have  already  pointed 
out  in  the  Introduction  that  the  educational  motive  was 
in  the  first  Reformation  age  partly  literary  or  Human- 
istic, but  chiefly  religious  or  theological  :  in  the  second 
Reformation  age,  to  which  Comenius  belonged,  the 
intense  conflict  of  opinion  between  the  new  and  the 
old  faith — made  keener  by  the  reaction  to  Catholicism 
under  the  influence  mainly  of  the  Jesuits — had  driven 
the  Humanistic  element  to  the  wall,  and  the  theological 
aim  now  almost  wholly  obscured  the  literary^  The 
torch  of  reason,  lighted  in  the  schools  half  a  century 
previously,  was  now  darkened  by  the  smoke  of  theo- 
logical contentions  and  disastrous  wars.  Comenius 
was,  above  all  things,  a  g^jniine  xepresentative  of  the 
eyangelic^al  spirit ;  he  was  not ,  afraid  of  science — far 
from  it :  h^jendeavored  to  unite  saience^and  theology, 
—  but  he  did  not  fairly  appreciate  Humanism,  and 
accepted  the  products  of  the  genius  of  past  ages  only 
in  a  half-hearted  way.  His  eyes  were  turned  to  the 
present  and  the  future. 
j  (^  At^si;^teen  Comenius  went,  or  was  sent,  to  a  Latin 
school,  and  in  1612,  when  he  was  twenty  years  of  age, 
we  find  him  at  the  College  of  Herborn  in  the  dukedom 

1  Lectoribus^  vol.  i. 


n^ 


SCHOOI.S  THK  TERROR  OF   BOYS  29 

of  Nassara,  pursuing  his  theological  studies  under 
Professor  Alsted,  afterwards  Professor  of  Theology 
and  Philosophy  at  Weissenburg.  To  the  lateness  of 
the  age  at  which  he  began  Latin  we  probably  partly  owe 
Comenius's  early  insi^hUnto^the^efect^ 
mgtliads.  He  was  old  enough  to  criticise,  while  sub- 
mitting to,  the  scholastic  discipline  and  defective  modes 
of  procedure,  of  which  he  was,  with  others,  the  victim. 
There  is  no  reason  to  believe  that  his  school  was  worse 
than  schools  elsewhere  at  that  time,  and  of  these  he 
says  that  'they  are  the  terror^fbo^,  and  the  slaughter- 
housea_ofjmnds,  — places  where  a  hatred  of  literature 
and  books  is  contracted,  where  ten„pr  more  years  are 
spent  in  learning  what  might  be  acguiredjnjone,  where 
what  ought  to  be  poured  in  gently  is  violently  Jorced 
in  and  beatenm,  where  what  ought  to  be  put  clearly  and 
perspicuously  is  presented  in  a  confused  and  intricate 
way,  as  if  it  were  a  CQllection_ofjiuz^ies, — places 
where  mhids  arejed^onwords^'  Well  might  Professor 
lyubinus  of  Rostock  say  that  the  instruction  and  dis- 
cipline of  schools  seemed  to  have  been  the  invention  of 
some  wicked  spirit,  the  enemy  of  the  human  race. 
'  Millibus  e  multis, '  he  exclaims,  'ego  quoque  sum  unus, 
miser  homuncio,  cui  amoenissimum  vitse  ver,  florentes 
juventutis  anni,  nugis  scholastcis  transmissi,  misere 
perierunt.  Ah,  quoties  mihi  postquam  melius  pros- 
picere  datum,  perditae  aetatis  recordatio,  pectore  sus- 
piria,  oculis  lachrymas,  corde  dolorem  excussit.  Ah, 
quoties  me  dolor  ille  exclamare  coegit — 

'O  mihi  praeteritos  referat  si  Jupiter  annos.' 
Before  Comenius  left  school,  Ratich,   of  whom  we 


30  BIOGRAPHY   OF   COMKNIUS 

have  already  spoken,  was  at  woilc  ;  and  it  was  in  1612, 
when  Comenius  was  still  at  Herborn,  that  the  public 
document  issued  by  the  Universities  of  Jena  and  Gies- 
sen,  commenting  on  Ratich's  proposed  innovations,  first 
came  under  his  notice.^  The  Ratichian  scheme,  on 
which  specially  the  University  laudation  was  pro- 
nounced, was  printed|under  the  following  title:  Wolph- 
gangi  Ratichii  de  SUidiortim  rectificanda  metJiodo  Con- 
silium. 

Comenius  was  profoundly  attracted  by  the  new  edu- 
cational movement. 

After  a  year  or  more  spent  in  trayel,  during  which 
he  resided  at  Amsterdam  and  studied  at  Heidelberg, 
he  returned  to  his  native  Moravia  in  1614.  Being  now 
'  twenj-y-two  years  of  age,  and  being  still  too  young  for  the 
ministry,  he  was  appointed  Rector  of  the  Moravian 
school  at  Prserovium  (Prerau),  near  Olmutz,  where  he 
at  once  endeavored  to  introduce  improved  methods  of 
instruction  and  a  more  humane  discipline. 

^Ten  years,'  he  says,^  are  given  to  the  study  of  the 
Latin  tongue,  and  after  all  the  result  is  disappointing. 
Erasmus,  Vives,  Luther,  Sturm,  Frisch,  Sanctius, 
Domavius,  have  all  complained  of  this.  Boyhood  is 
distracted,'  he  goes  on  to  say,  'for  years  with  precepts 
of  grammar,  infinitely  prolix,  perplexed,  and  obscure, 
and  for  the  most  part  useless.  Boys  are  stuffed  with 
vocabularies  without  associating  words  with  things,  or 
indeed  with  one  another  syntactically. '  It  had  been 
hoped  that  the  substitution  for  barbarous  Latinity  of 

1  Preface  to  vol.  i. 

2  Preface  to  first  edition  of  the /anua  Linguarum. 


HIS  WORK  AS  t:e)achkr  and  clergyman       31 

good  authors,  such  as  Terence,  Cicero,  Virgil,  and 
Horace — the  work  of  the  Humanists, — would  cure  the 
universal  evil  by  teaching  boys  the  I^atin  tongue  by 
means  of  its  purest  writers.  But  this  had  failed,  partly 
because  of  the  unpropitiousness  of  the  time,  but  chiefly 
because  the  secret  of  education  lies  in  method,  and  in 
the  master  who  wields  it.  No  attempt  had  been  made 
to  secure  either  sound  method  or  good  masters.  What 
else  but  failure  could  be  expected? 

At  Prerau  Comenius  began  by  simplifying  the  Latin 
Grammar,  and  wrote  an  elementary  liook  for  his  pupils, 
which  was  afterwards  published  at  Prague  in  1616 
(  Grammaticae  fadlioris  praecepta). 

In  this  year  he  was_ordained  to  the  pastorate,  but 
whether  this  caused  him  to  give  up  the  school  does  not 
appear.  1  He  was  not  appointed  to  any  special  charge 
till  1 6 18,  when  he  was  set  over  'the  most  flourishing  of 
all  the  churches  of  the  Moravian  Brethren,  that  of 
Fulneck,'  near  Troppau.  Along  with  his  ministerial 
charge,  he  had thesu^erintendence^fji^ch^o^ 
erected  ;  and  he  now  began  to  consider  more  fully  the 
subject  of  instruction,  and  to  put_hisJhoughts_033^_pai-- ^ 
per.^  Here  tooJoejcoarried,  and  for  two  or  three  years 
spent  a  happy  and  active  life,  enjoying  the  only  period 
of  tranquillity  in  his  native  country  which  it  was  ever 
his  fortune  to  experience.  For  the  restoration  of  a  time 
so  happy  he  ngvgr_ceased:to^,pine_ during  all  his  future 
wanderings. 

1  Dedication  to  Sckola  LuduSy  vol.  iii.,  p.  831. 
^  Preface  to  vol.  i. 


32  BIOGRAPHY  OF   COMKNIUS 

The  Thirity  Years'  War  broke  out,  and  in  1621 
Fulneck  was  taken  by  the  Spaniards,  and  all  the  pro- 
^  perty  of  Comenius  destroyed,  including  his_library  and 
manuscripts.  ^  For  the  next  three  years  Comenius 
seems  to  have  resided,  along  with  several  other  Mora- 
vian pastors,  under  the  protection  of  Karl  von  Zerotin, 
a  wealthy  Moravian,  and  while  there  wrote  a  book 

^  entitled  The  Labyrinth  of  the  World  and  the  Paradise 
of  the  Hearty  an  allegorical  writing  on  the  vanity  of 

/  earthly  things^.  In  1622  he  lost  his  wife  and  only 
child.  In  1624  he  and  his  fellow-pastors  were  com- 
pelled to  leave  the  protection  of  Zerotin,  and  thereafter, 
evading  as  best  they  could  the  persecutions  of  the 
Jesuits,  they  wandered  through  various  parts  of  Moravia 
and  Bohemia,  occasionally  visiting  their  communities 
secretly,  and  preaching  the  Word  and  administering 
the  Sacraments. 

In  July  1627  the  evangelical  pastors  in  Moravia  and 
Bohemia  were  formally  proscribed  by  the  Austrian 
Government,  acting  under  the  instigation  of  the  Jes- 
uits. Some  took  refuge  among  the  Bohemian  moun- 
tains with  Baron  Sadouski  von  Slaupna.  To  one  of 
the  pastors  who  took  refuge  there — ^John  Stadius  by 
name — the  Baron  intrusted  his  three  sons  for  their 
education.     For  the  benefit  of  the  tutor,  and  at  his 

1  Sey ffart  says  that  on  this  occasion  he  also  lost  his  wife  and  two 
children,  but  Comenius  himself  does  not  mention  this  in  his 
Preface  to  vol.  i.  Seyifart  has  doubtless  other  authority  for 
what  he  says.  I  confine  myself  solely  to  what  can  be  ascertained 
by  collating  Comenius 's  own  writings. 

^Printed  at  Lissa  in  1631. 


KARI.Y  ASPIRATIONS  AS  AN  AUTHOR  33 

request,  Comenius  wrote  some  rules  of  method.  In 
the  autumn  of  that  year  he  paid  a  visit  to  Wilcitz,  not 
far  off,  to  look  at  the  library  there.  Among  the 
books  he  unexpectedly  met  with  the  treatise  of  Elias 
Bodinus,  recently  imported  from  Germany,  and  was 
fired  with  the  ambition  to  produce  a  like  work  in  his 
own  Bohemian  tongue.  In  this  ambition  he  was  sus- 
tained by  the  approval,  and  indeed  solicitations,  of  his 
fellow-refugees,  who  were  convinced  that  he  had  much 
to  say  that  would  be  of  value  to  schools  and  school- 
masters. While  engaged  in  this  didactic  work,  he  was 
disturbed  by  a  new  edict  requiring  all  the  evangelical 
pastors  to  renounce  their  faith,  or  finally  leave  the 
country.  Churches  and  schools  were  ruthlessly  de- 
stroyed. Comenius  from  his  retreat  was  a  witness 
from  time  to  time  of  the  acts  of  the  persecutors,  and 
was  overwhelmed  with  grief.  He  still,  however,  de- 
sired to  live  within  reach  of  the  brethren  of  his  com- 
munity, and  did  not  leave  the  mountains,  where  he 
thought  he  'might  possibly  escape  observation.  His 
active  and  practical  mind  began  at  once  to  consider 
how  he  should  proceed  to  restore  religion  and  piety 
should  he  ever  be  free  again  to  work  for  his  native 
country.  His  didactic  studies  suggested  to  him  that 
the  great  agency  for  a  future  renovation  lay  in  schools, 
and  he  consoled  himself  with  this  reflection,  and  with 
forming  sanguine  schemes  for  the  future.  His  sole  de- 
sire now  was  to  devote  his  life  entirely  to  the  young, 
should  it  please  God  to  restore  him  to  his  country,  and 
by  the  institution  of  schools,  by  supplying  them  with 
good  books,  and  with  a  simple  and  lucid  method,  to 


84  BIOGRAPHY  OF  COMKNIUS 

build  up,  more  surely  than  before,  learning,  virtue  and 
piety.  Meanwhile  by  secret  communications  with  his 
brethren  he  tried  to  sustain  their  sinking  spirits.  The 
persecution,  however,  waxed  hotter,  and  finding  it  im- 
possible longer  to  continue  in  his  concealment,  he  and 
his  companions  fled,  dispersing  in  different  directions. 
Comenius  made  for  Poland,  which  he  had  once  before 
visited  on  a  secret  mission,  having  been  sent  thither 
by  the  Moravian  Brethren  —  probably  in  order  to  as- 
certain if  they  could  find  an  asylum  in  that  country. 
He  betook  himself  to  the  town  of  Lesna  (Lissa, 
lycszno),  in  Posnania,  and  obtained  employment  as  a 
teacher  in  the  Moravian  Gymnasium  there — appar- 
ently as  Rector  of  it.  ^  The  Count  of  Lissa  (Rafael) 
afforded  protection  to  the  persecuted  brethren.  His 
scholastic  engagements,  and  the  desire  to  do  his  duty 
in  an  efiicient  way,  gave  a  fresh  impulse  to  his  didactic 
studies.  He  began  to  reconstruct  his  methods  from 
the  foundation,  and  to  give  them  a  philosophic  basis 
and  a  logical  coherence. 

Not  only  had  the  general  question  of  Education  en- 
gaged many  minds  for  a  century  and  more  before 
Comenius  arose,  but  the  apparently  subsidiary,  yet  all- 
important  question  of  Method,  in  special  relation  to  the 
teaching  of  the  lyatin  tongue,  had  occupied  the  thoughts 
and  pens  of  many  of  the  leading  scholars  of  Europe. 
The  whole  field  of  what  we  now  call  Secondary  In- 

^  In  the  Dictionnaire  de  Pedagogic  his  scholastic  function  is 
described  as  being  that  of  organizer  of  the  education  of  the 
Moravian  Colony  only.  That  his  duties  were  of  a  more  general 
kind  is  clear  from  his  own  writings. 


HIS  SKARCH  FOR  A  METHOD  35 

struction  was  occupied  with  the  one  subject  of  lyatin  ; 
Greek,  and  occasionally  Hebrew, having  been  admitted 
only  in  the  beginning  of  the  sixteenth  century,  and 
then  only  to  a  subordinate  place.  This  of  necessity. 
Latin  was  the  one  key  to  universal  learning.  To  give 
to  boys  the  possession  of  this  key  was  all  that  teachers 
aimed  at  until  their  pupils  were  old  enough  to  study 
Rhetoric  and  I^ogic.  Of  these  writers  on  the  teaching 
of  I^atin,  the  most  eminent  were  Sturm,  Erasmus, 
Melanchthon,  Lubinus,  Vossius,  Sanctius  (the  author 
of  the  Mmerva) ,  Ritter,  Helvicus,  Bodinus,  Valentinus 
Andrese,and,  among  Frenchmen,  Ccecilius  Frey.^  Nor 
were  Ascham  and  Mulcaster  in  England  the  least  sig- 
nificant of  the  critics  of  Method.  Comenius  was  ac- 
quainted with  almost  all  previous  vmters  on  education, 
except  probably  Ascham  and  Mulcaster,  to  whom  he 
never  alludes.  He  read  everything  that  he  could  hear 
of  with  a  view  to  find  a  method,  and  he  does  not  appear 
ever  to  have  been  desirous  to  supersede  the  work  of 
others.  If  he  had  found  what  he  wanted,  he  would, 
we  believe,  have  promulgated  it,  and  advocated  it  as  a 
loyal  pupil.  That  he  owed  much  to  previous  writers 
is  certain;  but  the  prime  characteristic  of  his  work  on 
Latin  was  his  own.  Especially  does  he  introduce  a 
new  epoch  in  education,  by  constructing  a  general 
methodology  which  should  go  beyond  mere  Latin,  and 
be  equally  applicable  to  all  subjects  of  instruction. 
Before  bringing  his  thoughts  into  definite  shape,  he 

1  Frey  published  at  Paris  in  1629  an  educational  treatise 
entitled  Ad  divas  scientias^  artesque^  etlinguas  sermonesque -ex- 
temporaneas  nova  et  expeditissima  Ivia]. 


36  BIOGRAPHY   OF   COMENIUS 

wrote  to  all  the  distinguished  men  to  whom  he  could 
obtain  access.  He  addressed  Ratich,  among  others, 
but  received  no  answer;  many  of  his  letters  also  were- 
returned,  because  tlie  persons  addressed  could  not  be 
found.  ^  Valentinus  Andrese  wrote  to  him  in  encourag- 
ing terms,  saying  that  he  gladly  passed  on  the  torch 
to  him.  His  mind  became  now  much  agitated  by  the 
importance  of  the  question  and  by  the  excitement  of 
discovery.  He  saw  his  whole  scheme  assuming  shape 
under  his  pen  and  was  filled,  like  other  zealous  men, 
before  and  since,  with  the  highest  hopes  of  the  benefits 
which  he  would  confer  on  the  whole  human  race  by 
his  discoveries.  He  resolved  to  call  his  treatise  Di- 
dactica  Magna  ^  or  Omnes  otmiia  docendi  Artificiimi, 
He  found  a  consolation  for  his  misfortunes  in  the  work 
of  invention,  and  even  saw  the  hand  of  Providence  in 
the  coincidence  of  the  overthrow  of  schools  through 
persecutions  and  wars,  and  those  ideas  of  a  new 
method  which  had  been  vouchsafed  to  him,  and  which 
he  was  elaborating.  Everything  might  now  be  begun 
anew,  and  untrammelled  by  the  errors  and  prejudices 
of  the  past.  Some  scruples  as  to  a  theologian  and 
pastor  being  so  entirely  preoccupied  with  educational 
questions,  he  had  however  to  overcome.^  'Suffer,  I 
pray.  Christian  friends,  that  I  speak  confidentially  with 
you  for  a  moment.  Those  who  know  me  intimately, 
know  that  I  am  a  man  of  moderate  ability,  and  of  al- 

1  Among  his  correspondents  were  Sigmund  Bvenius,   Abra- 
ham  Mencel,   Paliurus,  Jonston,  Mochiager,  Docem,    Georgf^ 
Winkler,  Martin  Moser,  and  Niclassius. 
ectoribus^  vol.  i.  p.  7. 


'  *  DIDACTA   MAGNA  ' '  37 

most  no  learning,  but  one  who,  bewailing  the  evils  of 
his  time,  is  eager  to  remedy  them,  if  this  in  any  way 
be  granted  me  to  do,  either  by  my  own  discoveries  or 
by  those  of  another — none  of  which  things  can  come 
save  from  a  gracious  God.  If,  then,  anything  be  here 
found  well  done,  it  is  not  mine,  but  His,  who  from  the 
mouths  of  babes  and  sucklings  hath  perfected  praise, 
and  who,  that  He  may  in  verity  show  Himself  faithful, 
true,  and  gracious,  gives  to  those  who  ask,  opens  to 
those  who  knock,  and  offers  to  those  who  seek.  Christ 
my  lyord  knows  that  my  heart  is  so  simple  that  it 
matters  not  to  me  whether  I  teach  or  be  taught,  act  the 
part  of  teacher  of  teachers,  or  disciple  of  disciples. 
What  the  I^ord  has  given  me  I  send  forth  for  the 
common  good.'  His  deepest  conviction  was  that  the 
sole  hope  of  healing  the  dissensions  of  both  Church 
and  State  lay  in  the  proper  education  of  youth.  The 
T£xr?}  rexvoov  avOpooTtov  aV^zrof  Gregory  Nazianzenwas 
with  him  a  favorite  quotation.  At  the  same  time,  he 
did  not  profess,  as  we  have  said,  to  supersede  all 
•others ;  on  the  contrary,  he  truly  and  wisely  says, 
'Artem  artium  tradere  operosae  molis  res  est,  exquisi- 
toque  eget  judicio  ;  nee  unius  hominis  sed  multorum, 
quum  unus  nemo  tam  sit  oculatus  cujus  aciem  non 
subterfugiant  plurima.' 

When  he  had  completed  his  Greaf  Didactic^  he  did 
not  publish  it,  for  he  was  still  hoping  to  be  restored  to 
his  native  Moravia,  where  he  proposed  to  execute  all 
his  philanthropic  schemes  ;  indeed,  the  treatise  was 
first  written  in  his  native  Sclav  or  Czech  tongue.^ 

^  Found  in  the  archives  of  I^issa  in  1841 ,  and  republished  in 
its  Czech  form  in  1849  by  a  Bohemian  Society. 


38  BIOGRAPHY  OF  COME^NIUS 

While  thus  engaged  in  working  out  his  theory  and 
method  of  education,  Comenius  had  been  searching  for 
some  elementary  Latin  reading-book,  which  might 
introduce  boys  easily  to  the  use  of  the  Latin  tongue. 

In  addition  to  the  defects  already  universally  recog- 
nized in  the  teaching  of  Latin,  Comenius  pointed  out 
that,  even  supposing  the  usual  classical  authors  were 
read  and  mastered,  a  boy  would  not  then  know  the 
Latin  words  expressing  the  things  and  ideas  of  his  own 
time.  'Finally,  if  so  much  time  is  to  be  spent  on  the 
language  alone,'  he  says,  'when  is  the  boy  to  know 
about  things — when  will  he  learn  philosophy,  when 
religion,  and  so  forth?  He  will  consume  his  life  in 
preparing  for  life.'  Some  epitome  of  the  language  is 
wanted,  in  which  the  words  and  phrases  will  be  reduced 
to  one  body,  as  it  were,  and  in  this  way  much  time 
saved  in  acquiring  them.  For,  as  Isaac  Habrecht  truly 
said,  one  would  learn  to  know  all  the  animals  of  the 
world  more  quickly  by  visiting  Noah's  ark  than  by 
traversing  the  world  and  picking  up  knowledge  as  we 
went. 

To  meet  this  want,  a  member  of  the  Irish  College  of 
Salamanca  (Bateus  by  name)  had  written  a  Janua 
Li7iguaru7n,  comprising  in  one  lesson-book  all  the  more 
usual  words,  and  these  connected  into  sentences  so 
constructed  that  no  vocable  occurred  more  than  once, 
except  such  indispensable  words  as  suni^  et,  in,  etc. 
This  book  was  in  Latin-Spanish,  and  was  shortly  after, 
in  1615,  published  in  Latin-English  in  London.  Two 
years  after  Isaac  Habrecht  of  Strasburg  published  a 
Latin-Spanish-English- French  edition,  and  so  made  it 


**JANUA   LINGUARUM  '*  39 

quadrilingual ,  and  on  his  return  to  Germany  added  a 
German  version,  strongly  commending  it  as  an  excellent 
means  of  learning  a  language.  The  work  was  frequently 
republished  in  many  parts  of  Germany, was  introduced 
into  many  schools,  and  ultimately,  in  1629,  appeared 
in  eight  languages. 

At  first  Comenius  hailed  this  book  with  pleasure 
but  after  carefully  studying  it,  came  to  the  conclusion 
that  it  did  not  justify  its  title  ;  and  this,yfr^/,  because 
it  contained  many  words  beyond  the  capacity  of  the 
young,  while  omitting  many  in  daily  use  ;  secondly^ 
because  the  words,  which  were  used  only  once,  were 
used  in  one  signification  only, whereas  they  constantly, 
in  native  authors,  have  more  than  one  meaning,  and 
thus  pupils  are  misled ;  and  thirdly,  because,  where  one 
signification  is  alone  given ,  it  ought  always  to  be  the 
primary  one,  which  in  the  book  in  question  was  not  the 
case.  There  were  other  objections  to  the  book:  the 
sentences  did  not  contribute  to  the  moral  instruction 
of  youth,  and  were  clumsy;  and,  indeed,  even  often 
destitute  of  meaning. 

'  My  fundamental  principle — an  irrefragable  law  of 
didactics — is,'  he  says,  in  speaking  of  his  ownjanua^ 
*  that  the  understanding  and  the  tongue  should  advance 
in  parallel  lines  always.  The  human  being  tends  to 
utter  what  he  apprehends.  If  he  does  not  apprehend 
the  words  he  uses,  he  is  a  parrot;  if  he  apprehends 
without  words,  he  is  a  dumb  statue.  Accordingly, 
under  100  heads,  I  have  classified  the  whole  universe 
of  things  in  a  manner  suited  to  the  capacity  of  boys, 
and  I  have  given  the  corresponding  language.     I  have 


40  BIOGRAPHY   OF   COMKNIUS 

selected  from  Lexicons  the  words  that  had  to  be  intio- 
duced,  and  I  include  8,000  vocables  in  i  ,000  sentences, 
which  are  at  first  simple,  and  thereafter  gradually 
become  complex.  I  have  used  words,  as  far  as  practi- 
cable, in  their  primary  signification,  according  to  the 
comprehension  of  the  young,  but  have  had  to  seek  for 
modern  Latin  words  where  pure  Latin  was  not  to  be  had. 
I  have  used  the  same  word  only  once,  except  where  it 
had  two  meanings.  Synonyms  and  contraries  I  have 
placed  together,  so  that  they  may  throw  light  on  one 
another.  I  have  arranged  the  words  so  as  to  bring 
into  view  concords  and  governments  and  declension. 
The  vernacular  text  (Czech  or  Bohemian)  I  have  printed 
separately  on  this  occasion,  as  it  would  be  useless  to 
many  whose  judgments  on  my  efforts  I  desire  to  have. 
An  index  of  the  words  (not  however  absolutely  neces- 
sary) will  be  afterward  added;  also  a  brief  treatise  on 
homonyms,  synonyms,  etc.,  and  a  short,  compendious, 
simple,  and  easy  grammar — all  of  which,  comprised  in 
one  volume,  will  be  a  little  treasure-house  of  school- 
learning.  ' 

Three  years  were  spent  oa  the  Janua  alone,  and  yet 
Comenius  was  far  from  thinking  the  work  perfect;  he 
considered  he  had  only  led  the  way  for  others.  He 
hoped  also  himself,  from  time  to  time,  to  improve  the 
book. 

He  called  this  little  book  a  'Seminary  of  tongues 
and  all  Sciences, '  because  equal  care  had  been  given  to 
things  and  words.  He  desired  to  introduce  some  be- 
^nnings  and  clear  perception  of  things,   and  at  the 


HIS  ELE^CTION  AS  BISHOP  41 

same  time  to  lay  the  foundations  of  learning,  morals 
and  piety. 

Speaking  generally,  we  may  say  that  Comenius's  aim 
YJ2iS— first,  to^gim^lif^a^d^gradiiate;  secondly,  to  teach 
*v^ordB.lIii:QliglL:thin^s;  thirdly,  toJ:QaclUtings_through_ 
words.  The  book  was  a  very  remarkable  innovation 
on  the  then  existing  school  text-books;  but  notwith- 
standing this,  or  because  of  it,  when  he  published  it  in 
1 63 1,  at  the  urgent  solicitation  of  his  friends,  and  be- 
fore, in  his  opinion,  it  was  perfected,  it  achieved  an 
immediate  and  enormous  success.  'People,'  he  says,^ 
*  seemed  to  vie  with  one  another  in  producing  editions 
of  it. '  It  was  translated  into  Greek,  Bohemian,  Polish, 
German,  Swedish,  Belgian,  English,  French,  Spanish, 
Italian,  Hungarian,  Turkish,  Arabic,  and  into  a  lan- 
guage which  he  calls  Mogolic,  'and  which,'  he  says, 
'was  familiar  to  the  population  of  India.'  He  next, 
in  1633,  published  his  Vestzbulum,  which  was  intended 
to  serve  as  an  easy  introduction  to  the /anua. 

In  1632  there  was  convened  a  synod  of  the  Moravian 
Brethren  at  Lissa,  at  which  Comenius  (now  forty  years 
of  age)  was  elected  to  succeed  his  father-in-law  Cyril- 
lus  as  Bishop  of  the  scattered  brethren — a  position 
which  enabled  him  to  be  of  great  service,  by  means  of 
correspondence,  to  the  members  of  the  community,  who 
were  dispersed  in  various  parts  of  Europe.  Through- 
out the  whole  of  his  long  life  he  continued  his  fatherly 
charge,  and  seemed  never  quite  to  abandon  the  hope 
of  being  restored,  along  with  his  fellow-exiles,  to  his 
native  land — a  hope  doomed  to  disappointment.  In 
^Dedication  of  Schola  LuduSy  vol.  iii. 


42  BIOGRAPHY  OF  COM^NItJS 

his  capacity  of  Pastor- Bishop  he  wrote  several  treatises, 
such  as  a  History  of  the  Persecutions  of  the  Brotherhood, 
an  account  of  the  Moravian  Church-discipline  and 
Order,  and  polemical  tracts  against  a  contemporary 
Socinian. 

Meanwhile  his  great  Didactic  treatise,  which  had 
been  written  in  his  native  Czech  tongue,  was  yet  un- 
published. He  was,  it  would  appear,  stimulated  to  the 
publication  of  it  by  an  invitation  he  received  in  1638, 
from  the  authorities  in  Sweden,  to  visit  their  country 
and  undertake  the  reformation  of  their  schools.^  He 
replied  that  he  was  unwilling  to  undertake  a  task  at 
once  so  onerous  and  so  invidious,  but  that  he  would 
gladly  give  the  benefit  of  his  advice  to  any  one  of  their 
own  nation  whom  they  might  select  for  the  duty. 
These  communications  led  him  to  resume  his  labor  on 
the  great  Didactic,  and  to  translate  it  into  L^atin,  in 
which  form  it  finally  appeared.^ 

In  education  Comenius  was  a  Sense-Realist — the 
first  gisai-^aadUthoroughly^eoBsisJ^^nJ^  Von 

Raumer  says:  '  He  received  his  first  impulse  in  this 
direction,  as  he  himself  relates,  from  the  well-known 
Spanish  pedagogue,  Ludovic  Vives,  who  declared  him- 
self against  Aristotle,  and  4emanied..aJ[Ihristi^Liiistead 
of  a  heathen  mode  of^philosoghiziagi '  '  It  is  not  dis- 
putation which  leads  to  any  result,'  said  Vives,  'but 

^Preface  to  vol.  i. 

^I  cannot  find  the  precise  date.  In  the  Dictionnaire  de  Peda- 
gogie  it  is  stated  that  the  work,  though  completed  at  the  time 
stated  in  the  above,  was  not  published  till  1657.  I  think  this  is 
a  mistake. 


I>t7BtlCAYlON  OI^   ^*THK  C^REjA^  DIDACTIC'*       43 

the  silent  observation  of  Nature.  It  is  better  for  the 
scholars  to  ask  questions  and  to  investigate  than  to  be 
disputing  with  each  other.'  'Yet,'  says  Comenius, 
*Vives  understood  better  where  the  fault  lay  than 
what  was  the  remedy.' 

Comenius  received  a  second  impulse  from  Thomas 
Campanella,  who,  however,  did  not  satisfy  him.  '  But 
when,'  he  says,  *  Bacon's  Instauratio  Magna  came  into 
my  hands — a  wonderful  work,  which  I  consider  the 
most  instructive  philosophical  work  of  the  century 
now  beginning — I  saw  in  it  that  Campanella 's  demon- 
strations are  wanting  in  that  thoroughness  which  is 
demanded  by  the  truth  of  things.  Yet  again  I  was 
troubled  because  the  noble  Verulam,  while  giving  the 
true  key  of  Nature,  did  not  unlock  her  secrets,  but 
only  showed,  by  a  few  examples,  how  they  should  be 
unlocked,  and  left  the  rest  to  future  observations  to  be 
extended  through  centuries.'  He  goes  on,  in  the  pre- 
face to  the  Physics,  from  which  these  utterances  are 
taken,  to  say  that  he  is  convinced  that  it  is  not  Aris- 
totle who  must  be  master  of  philosophy  for  Christians, 
but  that  philosophy  must  be  studied  fully  according  to 
the  leading  of  sense,  reason,  and  books.  *For,'  he 
continues,  *do  we  not  dwell  in  the  garden  of  Nature 
as  well  as  ths  ancients  ?  Why  should  we  not  use  our 
eyes,  ears,  and  noses  as  well  as  they  ?  And  why 
should  we  need  other  teachers  than  these  our  senses  to 
learn  to  know  the  works  of  Nature?  Why,  say  I, 
should  we  not,  instead  of  these  dead  books,  lay  open 
the  living  book  of  Nature,  in  which  there  is  much  more 
to  contemplate  than  any  one  person  can  ever  relate, 


44  BIOGRAPHY    OF   COMKNIUS 

and  the  contemplation  of  which  brings  much  more  of 
pleasure,  as  well  as  of  profit  ?'  It  is  this  realism  which 
explains  his  school-books  and  also  his  method. 

It    was  natural   that  the  strong  realistic  impulse 
should  travel  beyond  the  sphere  of  schools,  and  cause 
men  to  dream  of  great  things.     The  Advancement  oj 
Learning  had  filled  Comenius,  as  well  as  other  con- 
temporary men,  with  hopes  of  a  rapid  and  unparalleled 
progress  in  all  the  sciences,  and  a  consequent  improve- 
ment of  the  conditions  of  human  life.     With  a  view  to 
a  thorough  co-ordination  and  universal  diffusion  of 
scientific  knowledge,  he  contemplated  the  issuing  of  a 
complete    body    of  science  as  then  understood.     To 
effect  this,  the  combination  of  many  minds,  each  in 
its  own  department,  and  all  under  the  guidance  of  some 
controlling  intellect,was  necessary.  Men  were  working 
in  various  parts  of  Europe  independently  of  each  other, 
and,  the  younger  men  especially,  in  ignorance  of  what 
had  been  actually  accomplished  in  the  sciences  to  which 
they  devoted  themselves.     An  exhaustive  but  concise 
and  authoritative  statement  of  all  that  was  known  in 
each  department  could  not  fail  to  be  of  immense  service, 
and,  as  Comenius  thought,  for  his  mind  was  always 
practical,  of  great  influence  on  the  progress  and  well- 
being    of   society.     This  complete   statement  of  the 
circle  of  knowledge  he  called  Pansophia,  and  it  was  in 
this  direction  that  his  real  life-work  lay,  in  his  own 
opinion;    his  scholastic   undertakings  being   strictly 
subordinate  to  the  greater  task. 

Although  not  prepared  to  give  effect  to  his  views  in 
proper  form,  he  had  been  working  at  the  Pansophy  in 


ASSOCIATION  WITH  SAMUKI.  HARTLIB  45 

the  retirement  of  his  study  during  the  years  which  saw 
the  completion  of  the  first  edition  of  his  Janua  and 
of  his  Great  Didactic.  In  the  department  of  Science 
he  had  already  given  to  the  world  a  treatise  on  Astron- 
omy and  on  the  reforming  of  Physics  (1633).  He 
had  also,  by  correspondence,  interested  various  learned 
men  in  his  encyclopaedic  or  pansophic  scheme ;  among 
others,  Samuel  Hartlib,  the  friend  of  Milton,  who  was 
then  resident  in  London,  and  to  whom  Milton  addressed 
his  Tractate  on  Education. 

*  Everybody  knew  Hartlib,'*  says  Professor  Masson 
in  his  Life  of  Milton  (yo\.  iii,  p.  193).  *He  was  a 
foreigner  by  birth,  being  the  son  of  a  Polish  merchant 
of  German  extraction,  who  had  left  Poland  when  that 
country  fell  under  Jesuit  rule,  and  had  settled  in  Elbing 
in  Prussia  in  very  good  circumstances.  Twice  married 
before  to  Polish  ladies,  this  merchant  had  married  in 
Prussia,  for  his  third  wife,  the  daughter  of  a  wealthy 
English  merchant  of  Dantzic  ;  and  thus  our  Hartlib, 
their  son,  though  Prussian  born,  and  with  Polish  con- 
nections, could  reckon  himself  half-English.  The  date 
of  his  birth  was  probably  about  the  beginning  of  the 
century,  i.  e.  he  may  have  been  eight  or  ten  years 
older  than  Milton.  He  appears  to  have  first  visited 
England  in  or  about  1628,  and  from  that  time,  though 
he  made  frequent  journeys  to  the  Continent,  London 
had  been  his  headquarters.     Here,  with  a  residence  in 

*  The  Memoir  of  Hartlib  by  M.  Dircks  should  be  read  by 
those  wishing  to  know  more  of  the  EngHsh  experience  of  Com- 
enius.  It  is  a  scarce  book,  but  a  few  copies  may  still  be  purchased 
of  the  publisher  of  this  volume. 


46  BIOGRAPHY  OF  COMBNIUS 

the  City,  he  had  carried  on  business  as  a  ''merchant,'' 
with  extensive  foreign  correspondences  and  very  re- 
spectable family  connections.  But  it  did  not  require 
such  family  connections  to  make  Hartlib  at  home 
in  English  society.  The  character  of  the  man  would 
have  made  him  at  home  anywhere.  He  was  one  of 
those  persons  now  styled  ''philanthropists,"  or 
"friends  of  progress,"  who  take  an  interest  in  every 
question  or  project  of  their  time  promising  social  im- 
provement, have  always  some  iron  in  the  fire,  are  con- 
stantly forming  committees  or  writing  letters  to  per- 
sons of  influence,  and  altogether  live  for  the  public. 
By  the  common  consent  of  all  who  have  explored  the 
intellectual  and  social  history  of  England  in  the  seven- 
teenth century,  he  is  one  of  the  most  interesting  and 
memorable  figures  of  that  whole  period.  He  is  inter- 
esting both  for  what  he  did  himself,  and  also  on  ac- 
count of  the  number  and  intimacy  of  his  contacts  with 
other  interesting  people.'  Hartlib  was  not  slow  to  be 
interested  in  the  educational  ideas  of  Comenius,  but  he 
was  especially  inspired  by  the  two  leading  projects  of 
the  time  —  the  Union  of  Protestant  Christendom,  and, 
by  help  of  this,  the  settlement  of  nations  ;  and  the 
union  of  the  sciences  in  a  complete  enclycopsedic  form. 
Comenius,  at  his  request,  had  sent  him  a  long  epistle, 
setting  forth  in  full  his  Pansophic  project,  and  this 
epistle  was  printed  at  Oxford  in  1637,  without  Co- 
menius's  consent,  and  widely  circulated.  The  treatise 
was  called  by  Hartlib  Porta  Sapientiae  reserata.  It  is 
entitled  by  Comenius  in  the  List  of  Contents  {vide  Col- 
lected  Works)   Prodromus  Pansophiae   (Precursor  of 


'*  PRODROMUS   PANSOPHIA^  *'  47 

PanscJphy)  and  in  the  body  of  his  works,  Pansophiae 
Praeludium,  quo  Sapientiae  universalis  necessitas^  possi- 
bilitas  facilitasque  {si  ratione  certa  ineatur)  breviter  ac 
diludde  demonstratur .  The  running  head-title  of  the 
treatise  again  \sPansophici  Lihri  Delineatio.  To  meet 
the  objection  of  critics,  Comenius  shortly  after  wrote  a 
brief  treatise  further  expounding  his  views,  entitled 
Conatuum  pansophicorum  dilucidatio  in  gratiam  Censo- 
rum  facte  (1638). 

These  treatises  excited  much  interest  throughout 
Europe.  Adolph  Tassius,  Professor  of  Mathematics 
at  Hamburg,  wrote  to  Hartlib^  saying  :  'A  philosophic 
ardor  flames  in  every  corner  of  Europe,  and  with  it 
zeal  for  a  better  Didactic.  If  Comenius  had  done 
nothing  more  than  scatter  such  fruitful  seeds  in  the 
minds  of  all,  he  would  have  done  enough.* 

The  reception  accorded  to  the  Pansophic  ideas  of 
Comenius  was  encouraging  enough,  but  it  was  apparent 
to  all,  and  to  none  more  than  Comenius,  that  they 
could  be  carried  out  only  by  a  community  or  college  of 
learned  men,  and  that  this  college  would  have  to  be 
a  permanent  institution  for  the  furtherance  of  science, 
and  for  the  authoritative  promulgation  from  time  to 
time  of  the  scientific  status  quo.  A  Collegium  Didac- 
ticum  or  Pansophicum  was  accordingly  projected.  It 
might  have  been  urged  that  the  Universities  existed 
for  these  very  purposes,  but  it  is  (it  appears  to  me)  a 
mistake  to  suppose  that  these  institutions  had  as  yet 
thought  of  the  prosecution  of  science  as  the  main  end 
of  their  institution.  Except  in  so  far  as  they  were  sem- 
(1  Vol.  i.,  p.  455.) 


48  BIOGRAPHY  OF  COMKNIUS 

inaries  of  'Disputations,*  they  were  to  a  large  extent 
merely  higher  academies  for  giving  instruction  to  qual- 
ify for  the  various  faculties  and  professions:  and  to 
convert  them  into^enters  of  scientific  research  and  il- 
lumination would  not  have  been  in  those  days  possible, 
although  it  would  have  been  quite  in  harmony  with 
their  original  design.  It  is  only  in  recent  times  that 
the  purely  scientific  idea  has  found  its  way  into  the 
heart  of  the  University  system,  and  that  Professors  are 
expected  to  represent  and  advance  their  subject  as  well 
as  to  afford  instruction  in  it  to  all  comers.  The  com- 
bination of  the  scientific  with  the  teaching  function 
constitutes,  indeed,  the  ideal  ot  a  Uuiversity  system. 
There  was,  in  the  beginning  of  the  Seventeenth  century, 
no  way  open  to  Comenius  and  his  friends  save  by  the 
foundation  of  an  entirely  new  institution.  For  this, 
money  was  wanted,  and  also  influential  support. 

At  the  urgent  solicitation  of  the  sanguine  Hartlib, 
who  had  been  busying  himself  among  members  of  the 
lyong  Parliament,  Comenius  repaired  to  London,  which 
he  reached  on  the  2  2d  September,  1641.  There  he 
found  that  he  had  been  invited  by  Parliament  itself; 
but  as  it  was  prorogued  for  a  few  months  owing  to  King 
Charles's  absence  in  Scotland,  he  had  to  wait.  Reem- 
ployed his  time  well  in  expounding  his  views  to 
various  people  of  influence,  and  on  the  re-assembling 
of  Parliament  he  was  asked  to  wait  a  little  longer,  until 
a  commission  of  learned  men  could  be  appointed  to 
inquire  into  his  proposals.  Parliament  even  went  so 
far  as  to  propose  to  set  apart  the  revenues  and  buildings 
of  a  college  in  lyondon,  or  Winch^ter,  or  Chelsea,  to 


IvUDOVIC   DK   GEKR  49 

which  men  might  be  called  from  various  parts  of  the 
world,  and  maintained  in  residence  while  prosecuting 
their  learned  researches,  and  giving  effect  to  Comenius's 
great  Pansophic  scheme.  A  statement  of  the  revenues 
of  Chelsea  College  was  even  placed  in  Comenius's 
hands,  and  he  now  began  to  entertain  lively  expecta- 
tions that  ere  long  the  ideas  of  the  great  Verulam  would 
be  realized,  and  a  *  universal  college  opened,  solely  de- 
voted to  the  advancement  of  the  sciences/  The  gen- 
eral unsettlement  of  affairs,  aggravated  by  the  Irish 
rebellion  and  the  massacre  of  the  Protestants,  did  not 
admit,  however,  of  the  carrying  out  of  any  peaceful 
proj  ect .  The  country  was  on  the  eve  of  a  rebellion ,  and 
the  leaders  in  Parliament  could  scarcely  be  expected  to 
find  time  for  any  save  the  greatest  national  and  politi- 
cal affairs.  Everything  was  in  confusion,  and  Comen- 
ius,  deeply  disappointed,  prepared  to  return  to  the 
Continent. 

It  was  precisely  at  this  moment  that  he  received, 
from  a  correspendent  and  admirer  in  Sweden,  a  letter 
which  led  him  to  change  his  plans.  The  name  of  this 
friend,  who  plays  an  important  part  in  Comenius's 
future  life,  was  Ludovic  de  Geer,  a  man  of  noble 
family,  of  considerable  wealth,  and,  happily,  also  of  an 
enlightened  and  progressive  mind.  He  was  a  Dutch- 
man settled  in  Sweden.  He  assured  Comenius  that  his 
personal  influence  would  enable  him  to  promote  his 
views  in  Sweden  (at  that  time  ruled  by  Christina  and 
the  famous  Chancellor  Oxenstiern),  and  that  he  could 
secure  the  co-operation  of  others.  In  accepting  this 
invitation,  Comenius  had  the  approval  of  his  English 


50  BIOGRAPHY  OF  COM^NIUS 

friends,  but  as  De  Geer  had  evidently  in  view  the 
Didactic  rather  than  the  Pansophic  innovations  of 
Comenius,  they  protested  by  anticipation  against  his 
being  drawn  aside  from  what  they  considered  to  be 
the  larger  aim  to  the  more  restricted  subject  of  school- 
books. 

Comenius  left  London  for  Sweden  in  August,  1642, 
and  was  kindly  received  by  De  Geer  at  Nordkoping,^ 
After  a  few  days  spent  with  his  host,  he  was  sent  on 
to  Stockholm  with  introductions  to  Oxenstiern  and  to 
John  Skyte,  Chancellor  of  the  University  of  Upsala. 
By  both  he  was  treated  with  respect,  and  his  plans, 
Pansophic  and  Didactic,  fully  discussed.  Of  his  inter- 
views Comenius  himself  gives  an  account  in  the  Pre- 
face to  the  second  volume  of  his  works.  *  For  four 
days,'  he  says,  *  these  two  men  held  me  in  debate,  but 
chiefly  Oxenstiern,  that  eagle  of  the  North  (Aquilona- 
ris  Aquila),  who  questioned  me  as  to  my  principles, 
both  Pansophic  and  Didactic,  with  a  greater  pene- 
tration and  closeness  than  had  been  exhibited  by  any 
of  the  learned  with  whom  I  had  come  in  contact. 
For  the  first  three  days  Didactic  was  the  subject  of  his 
examination,  and  he  brought  the  interviews  to  an  end 
with  the  following  remarks:  ''  From  youth  up  I  have 
perceived  a  certain  violence  in  the  customary  method 
of  school  studies,  but  I  could  never  put  my  finger  on  the 
place  where  the  shoe  pinched .  When  sent  by  my  King , 
of  glorious  memory,^  as  an  ambassador  to  Germany,  I 
conferred  with  many  learned  men  on  the  subject;   and 

^On  the  Baltic,  eighty-five  miles  south-west  of  Stockholm. 
^Gustavus  Adolphus, 


DEBATK   WITH   OXENSTIKRN  51 

when  I  was  informed  that  Wolfgang  Ratich  had  at- 
tempted a  reform  of  Method,  I  had  no  peace  in  my 
mind  till  I  had  the  man  before  me;  but  he,  instead  of 
a  conversation,  presented  me  with  a  huge  book  in 
quarto.  I  swallowed  that  annoyance,  and  having  run 
through  the  whole  volume,  I  saw  that  he  had  exposed 
the  diseases  of  schools  not  badly,  but  as  for  the 
remedies,  they  did  not  seem  to  me  to  be  adequate. 
Your  remedies  rest  on  firmer  foundations;  go  on  with 
your  work,"  etc.  To  which  I  replied  that  in  these 
matters  I  had  done  what  I  could,  and  that  now  I 
wished  to  pass  to  other  matters.  His  answer  was: 
"I  know  that  you  are  undertaking  greater  things,  for 
I  have  read  the  Prodromus  of  your  Pansophia,  and  on 
this  point  we  shall  talk  to-morrow,  for  public  duties 
now  call  me  elsewhere. ' '  On  the  following  day,  when 
about  to  examine  my  Pansophic  labors,  but  with  a 
greater  aspect  of  severity,  he  prefaced  his  examination 
with  this  question:  ''Can  you  bear  contradiction?" 
'  *  I  can, ' '  I  replied.  ' '  The  Prodromus  was  published 
not  by  me  but  by  my  friends,  for  the  very  purpose  of 
receiving  opinions  and  criticisms:  and  if  we  admit 
these  from  any  and  every  quarter,  of  whatsoever  kind, 
why  not  from  men  of  matured  wisdom  and  of  eminent 
judgment?"  He  then  began  to  speak  against  the 
hopes  I  had  conceived  of  a  better  state  of  things  as 
likely  to  arise  from  a  rightly  instituted  Pansophic 
study,  first  making  political  objections  of  profound  im- 
port, and  then  bringing  forward  the  testimony  of  Holy 
Writ,  which  seems  to  predict  that  darkness  and  de- 
generacy rather  tlian  light  and  an  improved  state  of 


52  BIOGRAPHY   OF   COMKNIUS 

society  would  prevail  towards  the  end  of  the  world. 
My  replies  he  received  in  the  spirit  indicated  by  his 
concluding  remarks  :  ''To  no  one  yet,  I  think,  have 
such  things  occurred.  Stand  on  these  foundations,  for 
either  we  shall  reach  a  consensus  of  opinion  in  the  way 
you  propose,  or  it  will  be  made  clear  that  there  is  no 
way.  Nevertheless  my  advice  is  that  you  devote  your- 
self first  to  benefit  schools  and  to  make  the  study  of 
Latin  easier,  and  by  that  means  to  prepare  a  smoother 
way  for  the  greater  things.'' 

The  Chancellor  of  the  University  added  the  weight 
of  his  advice  to  the  same  effect,  suggesting  that  Come- 
nius  should  move  to  a  locality  near  Sweden,  such  as 
Elbing,  on  the  Baltic  coast  of  Prussia.  Finding  that 
his  friend  De  Geer  was  of  the  same  mind,  he  yielded, 
in  the  hope  of  bringing  these  troublesome  and  vexatious 
toils  to  a  close  in  a  year  or  two.  When  he  communi- 
cated his  resolution  to  his  friends  in  England,  he  re- 
ceived a  strong  protest.  They  complained  of  his  too 
great  facility  in  yielding  to  his  Swedish  advisers,  and  of 
his  unfaithfulness  to  the  great  Pansophic  scheme.  'Quo 
moriture  ruis?'  wrote  Hartlib.  'Minoraque  viribus 
audes?'  He  was  much  shaken  by  these  representations 
— the  more  that  they  supported  his  own  real  inclina- 
tions. A  Swedish  remonstrance,  however,  reached  him 
at  Lesna,  which  finally  determined  him  to  go  to  Elbing 
and  prosecute  his  Didactic  labors.  To  these  he  now 
devoted  himself,  after  first  putting  to  press,  in  1643,  ^^ 
Danzig,  a  treatise  on  Pansophia,  entitled  Pa7isophiae 
DiatyposiSy  Ichnographica  et  Orthographical  a  work 
afterwards  republished  at  Amsterdam  and  Paris. 


''NKWEJS'r  MKTHOD  01^  I.ANGUAGKS**  53 

When,  in  his  retirement  at  Elbing,  where  he  was 
supported  by  De  Geer,  he  had  labored  at  his  Didactic 
treatises  for  nearly  four  years — 'rolling  his  Sisyphaean 
stone/  as  he  calls  it — he  again  visited  Sweden  (1646) 
with  his  manuscripts,  and  having  submitted  them  to  a 
commission  of  three  judges,  was  directed  to  publish 
them  as  soon  as  he  had  given  them  his  last  touches. 
Two  years,  however,  of  hard  labor  on  the  Lexicons 
and  Grammars  which  were  to  accompany  his  books 
still  awaited  him,  and  it  was  only  in  1648  that  he  was 
in  a  position  to  publish.  At  this  time  he  returned  to 
his  Polish  home  at  Lesna,  the  proper  centre  of  his 
episcopal  work,  and  at  the  Lesna  press  the  fruits  of 
his  labors  were  printed. 

A  complete  list  of  the  works  which  were  the  fruit  of 
those  six  years'  labors  will  be  found  at  the  end  of  this 
memoir,  under  their  proper  titles.  They  included  the 
most  elaborate  of  all  his  treatises  on  Method,  except 
his  great  Didactic,  viz.,  The  Newest  Method  of  Lan- 
guages solidly  based  on  Didactic  Foundations^  and  a 
specimen  of  a  Vestibulum,  for  the  final  shape  of  which 
he  refers  his  readers  to  the  Vestibulum  afterwards  re- 
vised at  Patak  in  Hungary  :  also  a  new  edition  of  the 
Janua,  for  which  also  his  readers  are  referred  to  its 
final  and  completed  form  as  revised  at  Patak;  ^  a  Latin- 
vernacular  Grammar  for  the  Janua,  with  appended 
annotations  for  the  use  of  teachers — a  very  clear, 
complete,  and  yet  brief  work  compared  with  the  Gram- 

^  Both  Vestibulum  a.nA.Janua  were,  however,  printed  at  Lesna 
before  he  went  to  Patak,  as  appears  from  vol.  iii,  in  the  Dedi- 
catory Epistle  prefixed  to  the  Schola  Ludus, 


64  BIOGRAPHY  01^  COMENIUS 

mars  of  the  time;  and  a  Xatin-German  Lexicon,  pub- 
lished later,  in  1656,  at  Frankfort,  and  not  included  in 
the  collected  works,  as  being  too  cumbrous.  A  more 
advanced  school-book,  en  titled  Atrium  Linguae  Latinae^ 
he  had  just  begun  when  he  was  called  into  Hungary, 
where  it  was  completed.  The  imperfections  of  these 
books,  as  indeed  of  all  his  writings,  he  is  always  ready 
to  admit,  pleading  that  no  one  man  could  all  at  once 
correct  the  mistakes  of  the  past,  place  education  on  a 
right  basis,  and  furnish  the  school  with  proper  instru- 
ments of  teaching. 

While  still  engaged  in  the  completion  of  the  works 
which  belong  to  this  Elbing  period,  when  he  was  sub- 
sidized by  De  Geer, he  received  many  testimonials  from 
men  high  in  position  as  to  the  value  of  his  labors. 
An  interesting  correspondence  with  the  Palatine  of 
Posnania,  'Christoph.  Opalinski  de  Buin,'  himself  an 
author  and  a  vigorous  promoter  of  education  in  his 
own  country,  was  lost  in  the  destruction  of  Lesna  by 
the  Swedish  army,  in  1655,  under  Charles  X. —  an  in- 
vasion which  destroyed  also  the  gymnasium  at  Sirak- 
ovia,  which  Opalinski  had  founded  and  supplied  with 
translations  of  Comenius's  school-books,'^ 

The  products  of  the  six  years  of  Ebling  industry  he 
dedicated  to  De  Geer. 

Having  discharged  his  obligations  to  his  Swedish 
friends  in  the  department  of  Didactics,  he  was  about 
now,  at  last,  to  apply  himself  exclusively  to  the  greater 
Pansophic  schemes,  and  was  contemplating  future  la- 
bors in  this  direction  with  much  complacency,  when 
{^Judicia^  novaeque  disquisitiones, — Vol.  ii.  of  Works ^  p.  458.) 


REJMOVAI.  TO  PATAK  66 

he  received  a  letter  from  the  Prince  Sigismund  Ra- 
cocus/  and  his  widowed  mother,  the  Princess  of  Tran- 
sylvania, urging  him  to  advise  in  the  reformation  of  the 
schools  in  their  country.  The  requests  of  mother  and 
son  were  enforced  by  communications  from  theologians, 
and  were  favorably  entertained  by  him  because  of  the 
kindness  shown  in  Transylvania  to  exiled  Moravians. 
Accordingly,  in  May  1650,  he  betook  himself  to  Saros- 
Patak,  a  market-town  of  Hungary,  on  the  Bodrogh, 
and  thence,  along  with  their  Highnesses,  to  Tokay, 
twenty  miles  to  the  north-east.  It  was  in  this  year 
that  he  published  his  Lux  in  Tenebris,  a  book  on  the 
fulfillment  of  modem  prophecy,  and  became  entangled 
with  one  Dabricius,^  who  gave  himself  out  as  a  prophet 
and  gained  a  certain  following.  This  weakness  in  Co- 
menius  may  be  touched  with  a  gentle  hand.  His  theo- 
logical writings  show  that  he  had  strong  mystical  lean- 
ings, and  in  later  life  he  was  a  devoted  admirer  of 
Madame  Bourignon,  to  whom,  indeed,  he  stood  in 
personal  relations. 

The  form  which  his  scholastic  labors  now  took  com- 
bined the  Didactic  with  the  Pansophic  more  fully  than 
hitherto.     Being  asked  to  put  his  idea  of  a  Pansophic 

^  George  I.,  Ragotzski,  Prince  of  Transylvania.  This  coun- 
try was  not  incorporated  in  the  Austrian  dominions  till  1699. 
Hungary  accrued  to  Austria  in  1526,  and  became  heriditary  in 
1687. 

^  For  an  account  of  Dabricius  and  Kotterus,  see  Bayle'S 
Dictionary.  Their  productions  were  largely  embodied  in  Co- 
menius's  book.  The  date  of  the  publication  of  Lux  in  Tenebris 
is  given  variously.  This  is  doubtless  due  to  the  confounding 
of  the  Czech  and  I^atin  editions. 


56  BIOGRAPHY   OF  COMKNIUS 

school  in  writing,  lie  printed  his  Illustris  Scholae  Paia- 
kinae  Idea,  and  thereafter  in  full  detail  his  Scholae 
Pansophicae  classibus  septem  adornandae  Delineatio. 
During  his  residence  at  Patak,  which  lasted  till  1654, 
he  produced  fifteen  works,  among  which  were  the  new 
editions  of  the  Vestibulum  2ind.Janua,  the  first  edition 
of  the  Atrium,  the  famous  Orbis  Pictus  (World  Illus- 
trated),^ and  the  Schola  Ludus, 

These  text  books  are  described  in  the  account  of 
Comenius's  educational  views  which  follows  this  sketch 
of  his  life  and  labors.  The  most  characteristic  and 
important  of  the  works  of  this  period  was  the  Schola 
Pansophica,  or  Universalis  Sapientiae  Officina,  an  ac- 
count of  which  will  also  be  found  in  its  proper  place. 
He  desired  to  make  the  new  Patak  seminary  not  mere- 
ly a  Pansophic  school,  but  also  to  give  it  the  character 
of  a  lyatin  state,  nay,  even  of  Latium  itself.  Nothing 
but  Latin  was  to  be  spoken.^  This  was  practicable, 
because  he  contemplated  a  college  in  which  all  the 
pupils  should  dwell  together. 

His  patrons  did  all  they  could  to  fulfill  their  prom- 
ises of  support.  They  gave  him  a  collegiate  building, 
and,  in  addition  to  this,  they  purchased  the  fourth  house 
from  the  college  for  the  school.  Comenius's  plan  was 
to  buy  up  the  intervening  houses,  with  their  gardens, 
and  as  many  on  the  other  side,  so  as  to  provide  resi- 
dences for  seven  masters,  and  also  seven  class-rooms. 
The  whole  was  to  be  surrounded  by  a  continuous  wall, 
so  that  a  little  Latin  state  {Latina  civitatuld)  might  be 

^Printed  at  Nuremberg  in  1658. 

^Deliberatio  de  Latio  a  Tiberi  ad  Brodrocwm  transferendo. 


HIS  PANSOPHIC  SCHOOI,  57 

planted,  with  its  own  open  areas  and  gardens — all  en- 
closed from  the  outer  world.  This  was  to  be  a  little 
republic,  having  its  own  customs,  laws,  judges,  and 
senate,  and  its  own  chapel  and  services.  The  masters 
were  to  preside  over  a  large  family  like  fathers,  and 
there  in  the  course  of  seven  years,  beginning 
at  the  age  of  twelve,  boys  were  to  be  instructed  in  'all 
things  that  perfect  human  nature,'  and  trained  to  be 
pious  Christians,  and  wise  and  cultivated  men. 

The  three-class  school  which  formed  the  lower  divi- 
sion of  this  Pansophic  seminary  was  organized  with  a 
view  to  instruction  in  Latin  along  with  Real  things. 
The  higher  classes,  up  to  the  seventh,  are  described 
elsewhere.  They  do  not  seem  ever  to  have  been  or- 
ganized. 

The  Precepts  of  Manners,  collected  for  the  use  of 
youth  in  1653,  ^^^  amusing,  and  at  the  same  time  af- 
ford evidence  of  the  exaggerated  conceptions  which 
Comenius  entertained  of  the  possibilities  of  education. 
He  believed,  in  truth,  that  he  could  manufacture  a 
man.     These  also  were  written  for  the  Patak school. 

The  Schola  Ludus,  which  is  a  kind  of  dramatic /<3^;^^ij^ 
Lmguarum  et  Rerum,  Y^diS  likewise  written  and  printed 
for  the  Patak  school.  An  elaborate  Latino-Latin 
Lexicon  was  also  composed  during  the  four  years' 
residence  at  Patak.  Comenius  left  it  behind  him  in 
MSS.,  and  it  was  afterwards  printed  at  Amsterdam  in 
1657. 

The  Prince  Sigismund,  unfortunately,  died  prema- 
turely, and  those  in  authority  after  his  death  resolved 
to  limit  the  new  institution  to  the  three-class  Latin,  or 


58  BIOGRAPHY  OF  COMKNIUS 

philological  school,  and  for  the  use  of  this  school  the 
Vestibulmn^  Ja7iua  and  Atrium  were  printed  in  Latin - 
Hungarian.  The  Patak  school  was  auspiciously  opened 
under  three  carefully  selected  masters,  and  Comenius 
believed  it  to  be  flourishing  in  1657,  when,  at  Amster- 
dam, he  was  writing  his  dedicatory  epistle  prefixed  to 
the  Schola  Liidus.  It  had,  however,  suffered  from  the 
plague  of  1 65  5 ,  which  temporarily  broke  it  up .  Havin  g 
accomplished  his  work  of  organization  and  book- 
writing,  Comenius  left  Hungary  in  1654,  pronouncing 
his  valedictory  address  on  June  2d  of  that  year,  in 
presence  of  a  distinguished  assembly.^ 

In  that  address  he  informs  his  audience  that  his 
objects  in  school  reform  were — to  give  compendiums 
for  learning  the  I^atin  tongue,  which  would  make  the 
acquisition  of  it  pleasant;  to  introduce  a  higher  and 
better  philosophy  into  school  work,  so  as  to  fit  youth 
for  the  investigation  of  the  causes  of  things;  and  to 
create  a  higher  tone  of  morals  and  manners.  To  carry 
out  these  objects,  he  had  constructed,  he  tells  them,  a 
Vestibulum  and  a  Janua  of  the  I^atin  tongue  for  the 
first  two  classes,  with  their  accompanying  lexicons 
and  grammars,  and  an  Atrmin  for  the  third  stage,  with 
a  more  extended  grammar,  including  idioms,  phrases, 
and  elegancies,  and  a  Latino-latin  lexicon.  As  to 
science,  arts,  philosophy,  morals,  and  theology,  he  had 
so  constructed  the  above-named  books  that  they  con- 
tained the  foundations  of  all  departments  of  knowl- 
edge; in  brief,  Pansophia  in  its  elements.     He  thanks 

'^  Labor  urn  Scholasticorum  Patakini  obitorum  Coroniso^  vide 
vol.  iii.  p.  1041. 


RKTURN  TO  I.KSNA  59 

all  for  their  co-operation,  and  impresses  on  them,  in 
eloquent  language,  the  duty  of  maintaining  the  school, 
and  prosecuting  the  methods  which  he  had  taught  them, 
which  he  elsewhere  sums  up  in  the  words,  Noscenda 
noscendoy  facienda  faciendoy  or  Autopsy,  looking  at 
things  for  oneself,  and  Autopraxy,  doing  or  constant 
practice. 

^'  Vale  Patakina  schola!  "  he  concludes.  ''  Vale  ec- 
clesia!  Vale  Patakum  ipsum!  Valete  omnes  amici, 
Comeniique  vestri  amicam  apud  vos  retinete  memoriam, 
amicis  prosequimini  votis,  etc.  .  .  .  Imprimis  valete 
vos  dilecti  collegae,  atque  si  me  Eliam  vestrum  fuisse 
credebatis,  et  ob  meum  a  vobis  discessum  lugetis,  ego 
vos  ut  meos  EHsaeos  intueor  et  vobis  de  spiritu  meo 
portionem  duplam  coelitus  dari  opto;  ut  publici  boni 
amore  et  pro  illo  promovendo  laborum  tolerantia  et  ad 
infirmiores  condescentia  progressibus  denique  bonis  ita 
me  superetis  quomodo  miraculis  patrandis  Eliam  super- 
avit  Elisaeus:  ad  scholam  hanc  vestram  et  alias  tam 
sancte  sapienterque  regendum  quam  sancte  sapien- 
terque  scholas  Prophetarum  rexit  Elisaeus!" 

It  must  have  been  about  1652-53,  while  still  in  the 
midst  of  his  Patak  labors,  that  he  lost  his  best  friend 
and  patron,  Ludovic  de  Geer.  A  long  letter  of  condo- 
lence addressed  to  the  son,  Laurence,  then  settled  at 
Amsterdam  as  Swedish  ambassador,  concludes  the  third 
volume  of  the  Works.  In  this  he  recalls  the  virtues 
and  lauds  the  character  of  the  father,  who  was,  without 
doubt,  a  man  of  high  public  spirit,  and  of  a  generous 
and  liberal  nature.  For  eight  years  he  had  supported 
Comenius   and  his   amanuenses,    and   was  prepared. 


60  BIOGRAPHY   OF   COMKNIUS 

when  the  opportunity  offered,  to  contribute  largely  to- 
wards the  institution  of  a  Pansophic  College. 

From  Patak  Comenius  went,  in  1654,  to  his  former 
home  at  Lesna.  The  war  which  almost  immediately 
after  broke  out  (1655)  involved  the  whole  of  Poland, 
and  caused,  among  other  calamities,  the  destruction  of 
Lesna  (1656).^  He  was  thus  forced  to  seek  for  some 
safer  asylum. 

In  the  overthrow  of  the  town,  Comenius  lost  all  his 
property,  including  his  library  and  manuscripts, which 
contained  the  results  of  the  studies  which  he  had  un- 
dertaken with  a  view  to  the  great  Pansophic  book 
which  was  the  chief  aim  of  his  life.  Among  the  MSS. 
was  one  which,  he  tells  us,  he  considered  the  most  pre- 
cious of  his  possessions ;  it  was  his  Silva  or  'forest'  (to 
use  his  own  peculiar  expression)  of  Pansophic  materials, 
a  treasury  of  definitions  of  all  things,  and  of  axioms, 
scientific  and  philosophic,  which  he  had  spent  tweniy 
years  in  gathering  together.  He  had  not,  even  then, 
been  prepared  with  a  complete  system,  but  he  had  in 
contemplation,  and  nearl}^  ready,  a  much  more  com- 
plete treatise  than  any  he  had  3^et  issued. 

After  the  ruin  of  Lesna,  he  was  invited  by  Laurence 
deGeer,  the  son  of  his  former  patron,  to  join  him  in 
Amsterdam,  there  to  take  counsel  as  to  his  future. 
From  the  temporary  refuge  which  he  had  found  for  his 
family  he  was  driven  by  pestilence,  and  other  friends 
joining   De  Geer  in  urging  him  to  make  Amsterdam 

1  The  fate  of  Lesna  was  said  to  have  been  partly  due  to  a 
panegyric  on  Charles  Gustavus,  King  of  Sweden,  which  Come- 
nius indiscreetly  published. 


I,OSS   OF   MANUSCRIP'TS  61 

his  fature  home,  he  yielded,  because,  he  himself  says, 
'  I  have  all  my  life  long  been  accustomed  to  yield  to 
what  seemed  to  be  the  guidance  of  Providence.'^ 
Comenius  was  now  sixty-three  years  of  age. 

To  the  loss  of  his  Pansophic  MSS.  were  now  added 
fresh  demands  on  his  time  of  a  strictly  scholastic  kind , 
and  he  had  to  return  'ad  puerilia  ilia  utut  mihi  toties 
nauseata  Latinitatis  studia.'  An  edition  of  his  Schola 
Ludus,  was  demanded  in  Holland,  and  he  found  so 
many  errors  and  defects  in  the  version  printed  at  Patak 
after  his  departure,  that  he  had  to  devote  a  considerable 
time  to  amending  and  printing.  Then,  it  was  im- 
possible to  escape  from  the  supposed  necessity  of 
constructing  another  elementary  book,  a  sequel  to  the 
Vestibuhim, — to  be  entitled  the  Auctarium.  He  was 
also  requested  by  the  Senate  of  Amsterdam  to  try  his 
method  on  two  youths.  His  Latinity  also  was  attacked, 
and  this  caused  him  to  write  Pro  Latinitate  Jarmae 
Comenia7iae  Apologia.  These  labors,  but  especially 
this  last  treatise,  revived  an  interest  in  his  method  in 
the  minds  of  many  public  men,  and  he  was  asked 
to  put  his  educational  views  in  the  form  of  an  epitome, 
so  that  busy  men  might  read  them.  This  grave  rise  to 
'Wxs  Synopsis  Novissimae  Methodi^v^hioh^  however,  he  did 
not  think  it  worth  his  while  to  republish  in  his  Works, 
probably  because  it  is  substantially  repeated  in  other 
treatises. 

The  publication  of  his  complete  didactic  works,  to 
which  he  now  addressed  himself  at  the  instance  of  De 
Geer,  and  under  the  patronage  of  the  highest  authori- 

^  The  last  Dedicatory  Epistle. 


62  BIOGRAPHY   OF   COMKNIUS 

ties  in  Amsterdam,  led  him  to  take  a  critical  survey  of 
all  he  had  written,  that  he  might  confirm,  retract,  or 
modify  the  opinions  which  he  had  from  time  to  time 
given  forth.  This  treatise  of  retrospect  and  revision 
he  entitled  Ventilabrinn  Sapieritiae  sive  sapienter  sua 
retradandi  Ars — 'The  Banner  of  Wisdom,  or  the  Art 
of  retracting  one's  own  opinions.'  This  farmer  was 
to  winnow  away  the  chaff  and  leave  the  solid  grain. 
He  quotes  Philo  in  support  of  this  self-criticism  ; 
*  Scientiae  finis  non  contingit  hominibus.  Nemo  enim 
absolutus  est  in  ulla  scientia.  Revera  perfectiones  et 
vestigia  unius  sunt  (jiempe  Dei) . '  He  also  quotes  Aris- 
totle as  saying:  *It  behooves  a  philosopher  to  forswear 
even  his  own  dogmas,'  and  a  Roman  Pontiff  as  re- 
marking, 'Wretched  is  that  man  who  is  the  slave  of  his 
own  dogmas.' 

In  the  Didadica  Magna,  which  contains  the  system- 
atic development  of  his  principles  and  methods,  he 
finds  that  he  has  nothing  to  retract,  but  confines  him- 
self to  a  defence  of  the  Syncretic  Method,  which  is 
there  followed.  Comenius  recognizes  three  methods  of 
asceitaining  and' expounding  truth,  —  the  Analytic  and 
the  Synthetic  (which  words  he  mses  in  our  modern 
acceptation),  and  the  Syncretic.  By  this  last  he  means 
arguing  by  a  method  of  parallels  in  nature, —  the 
method  of  Analogy.  He  holds  that  the  true  character 
and  process  of  anything  in  the  created  world  furnishes 
a  line  of  explanation  for  other  things,  which  is  of  the 
most  convincing  kind.  The  stricter  view  of  x\nalogy 
which  is  now  accepted  was  not  known  to  Comenius, 
although  he  must  have  had  before  him  the  dictum  of 


PANSOPHIC  VS.    DIDACTIC  WORK  63 

the  schoolmen  :  *  Similiaillustrant  quidem,  non  autem 
probant.' 

When,  in  the  course  of  his  retrospect,  he  re-peruses 
his  Praeludium  Pansophicum,  a  sense  of  wasted  years 
oppresses  him,  and  he  is  again  afflicted  with  grief, 
because  he  had,  at  the  urgent  entreaty  of  friends,  too 
readily  deserted  this  the  main  line  of  his  studies,  sacri- 
ficing the  great  ambition  of  his  life  to  occupy  himself 
exclusively  with  matters  didactic.  '  How  badly  have 
I  imitated,'  he  exclaims,  'that  merchant  seeking  for 
good  pearls,  who,  when  he  had  found  a  pearl  of  great 
price,  went  away  and  sold  all  he  had,  and  bought  it ! 
O  wretched  sons  of  light,  who  know  not  to  imitate  the 
wisdom  of  the  children  of  the  world  !  Would  that  I, 
having  once  struck  the  Pansophic  vein,  had  followed 
it  up,  neglecting  all  else  !  But  so  it  happens  when  we 
lend  an  ear  to  the  solicitations  clamoring  outside  us 
rather  than  to  the  light  shining  within  us.' 

The  corrections  he  has  to  make  in  his  various  di- 
dactic writings  are  certainly  very  unimportant.  They 
all  point  in  the  direction  of  greater  simplification,  and 
for  this  he  looks  to  the  labors  of  his  successors  rather 
than  to  any  revision  of  his  own. 

About  the  year  1657  Comenius  wrote  and  published 
(in  the  fourth  volume  of  his  Works)  four  treatises, 
which  however  constitute  one.  He  desired  to  present 
his  principles  in  a  brief  and  condensed,  yet  systematic 
way,  so  that  they  might  be  accessible  to  men  occupied 
with  public  affairs.  The  first  of  these  treatises  is  en- 
titled E  Scho  last  lets  Labyriiithis  Exitus  in  Planum^  sive 
Machina  Didactica  niechanice  co7istrucia ;  ad  nofi  Jme- 


64  BIOGRAPHY  OF  COM^NIUS 

rendun  amplius  {in  Docendi  et  Discendi  muniis)  sea 
progrediendum ,  'An  Issue  out  of  School-labyrintlis 
into  the  Open,  or  a  Didactic  Machine  mechanically 
constructed  with  a  view  to  no  longer  sticking  fast  in 
the  work  of  Teaching  and  Learning,  but  of  advancing 
in  them.'  Schools,  he  tells  us,  are  to  be  compared  to 
labyrinths,  infinitely  distracting  the  minds  of  youth  ; 
the  thread  which  is  to  guide  us  through  the  labyrinths 
is  a  true  and  simple  method.  The  sciences  and  arts 
and  tongues  are  to  be  taught,  but  the  precise  quantity 
and  goal  of  teaching  are  not  accurately  laid  down.  The 
thread  of  Ariadne — Method,  is  all  important,  because 
it  leads  to  distinct  issues  by  a  proper  way.  Augustine 
says,  Praestet paiica,  scire  qua^n  i7ifinita  opinari,  Pliny 
says,  Satius  sit  mi7ius  severe  et  melius  arare;  and  again 
Seneca,  Melius  est  scire  pauca  et  iis  recteutiquam  scire  tnulta 
quorum  ignores  usum.  'Our  method,'  says  Comenius, 
offers  few  things,  but  these  necessary  to  life  here  and 
hereafter;  few  things,  but  these  well  consolidated  by 
continued  exercises;  few  things,  but  these  having  a 
direct  utility.' 

As  he  grew  older,  and  looked  back  on  his  past  work, 
he  became  more  and  more  convinced  that  he  was  right 
in  his  aims  and  methods.  He  was  now  sixty-five  years 
of  age.  His  views  assumed  to  his  mind  a  definite  and 
clear  shape ,  and  became  almost  axiom  atic .  He  admits 
certain  errors  in  the  details  of  working  out  his  viev/s; 
for  example,  that  his  text-books  are  too  condensed, 
and  attempt  too  much,  and  that  it  would  be  hardly 
possible  to  accomplish  in  three  years  (the  Three-Class 
philological,  or  Latin  school)  all  that  he  once  thought 


HIS   IDKAI,  LATIN  SCHOOIv  i>a 

might  be  accomplished  within  that  period;  but  these 
faults  he  considers  to  be  faults  of  detail,  and  due  to  his 
own  culpable  neglect  of  the  principles  he  had  himself 
laid  down.  Admitting  so  much,  he  yet  regards  his 
method  as  so  absolute  in  its  character  that  it  may  be 
likened  to  a  machine — a  clock,  or  a  ship,  or  a  mill. 
Set  it  going,  and  keep  it  going,  and  you  will  find  the 
result  certain.  It  is  really  of  the  nature  of  a  mechan- 
ical construction,  mechanically  constructed.  He  is 
never  weary  of  advocating  his  system.  He  sums  up 
his  principles,  and  then,  with  all  the  ardor  of  his 
youth,  he  afresh  proceeds  to  consider  the  means  by 
which  his  great  end  is  to  be  attained. 

The  Latin  school  is  to  be  a  college  in  which  noth- 
ing but  Latin  is  to  be  spoken.  Lo7tgum  et  difficile  iter 
per  praecepta,  usu  et  consuetudine  iter  breve  et  efficax.  He 
calls  the  brief  treatise  in  which  he  advocates  the  insti- 
tution of  such  a  college  Latinum  Redivivum^  and  urges 
the  authorities  of  Amsterdam  to  institute  one. 

With  such  a  college  he  sees  his  way  so  to  carry  out 
his  methods  as  to  justify  him  in  recurring  to  one  of  his 
old  ideas,  and  comparing  his  method  to  a  printing- 
press,  which  makes  the  impression  of  the  type  on  the 
paper  without  fail.  So  wall  the  impression  on  minds 
by  his  method  be  equally  certain.  Hence  the  name  of 
his  next  paper,  Typographeum  Vivimt,  or  the  Living 
Printing  Press.  He  here  compares  his  method  with 
clocks,  ships,  agriculture  (^Ingenium  eniTn  vivus  ager 
est;  Disciplinae  a7'atro  sementi  praepara7idus ,  Doctrin- 
arum  seminihus  obserendus^  Exercitioruni  pluvia^  sole, 
vento  animandMs)y  with  the  pictorial    and  sculptural 


^6  BIOGRAPHY   OF   COMKNIUS 

arts,  and  with  architecture,  but  prefers  to  dwell  on  its 
likeness  to  the  typographic  art,  not  only  as  to  the  mode 
of  procedure,  but  also  the  result;  for  whereas  in  the 
one  case  you  have  books,  in  the  other,  every  capable 
pupil  properly  trained,  will  be  a  walking  library — 
ohamhulans  Bihliotheca. 

But  the  final  aim  of  all  this  training  is  moral  and 
religious.  Comenius  never  lost  sight  of  this.  As  the 
restoration  of  man  to  the  Paradise  which  he  forfeited 
and  to  the  image  of  God  which  he  lost,  is  the  aim  of 
the  Providence  of  God  in  Christ,  so  the  aim  of  the 
school  is  a  restoration — a  bringing  of  its  work  and 
methods  into  a  harmony  with  moral  and  religious  aims, 
and  subordinating  the  school  to  the  Church  as  a  spir- 
itual society.  Hence  the  title  of  the  next  treatise, 
Paradisus  Juventuti  Christianae  reducendus.  In  this 
treatise  he  mixes  up  the  spiritual  aim  of  the  school 
with  that  of  a  Paradise  in  the  sense  of  a  place  that 
may  be  made  a  happy  one  for  boys,  and  indulges  also 
in  many  forced  analogies  between  the  school  and  the 
first  Paradise. 

Finally,  in  his  Traditio  Lampadis  he  solemnly  hands 
over  the  didactic  work  of  his  life  to  be  carried  on  by 
others,  and  commends  his  labors  to  God,  who  had 
so  favored  him  as  to  make  him  the  instrument  of 
sowing  the  seed  of  a  better  time  for  schools,  and  to 
whose  blessing  he  looks  for  a  rich  harvest  in  the  future. 

Comenius  was  now  sixty-six  years  of  age,  and  had 
just  revised  and  completed  the  issue  of  his  collected 
Didactic  works,  extending  to  four  folio  volumes.  He 
had  now  said  his  last  word.     We  can  well  believe  the 


HIS   OWN   REVIEW   OF   HIS   LIFE  67 

simple-hearted  and  single-minded  old  Bishop,  when  he 
tells  lis  that  he  had  been  led  by  no  personal  ambition 
to  publish  his  works,  and  that  he  was  very  far  from 
desiring  to  derogate  from  the  claims  of  those  writers 
who  preceded  him,  and  to  whom  he  acknowledges  his 
obligations.  Nor  had  his  motive  been  the  desire  of 
wealth,  for  he  had  sought  nothing  and  gained  nothing. 
He  had  labored  and  written,  he  says,  influenced  by 
the  love  of  God,  and  stimulated  by  the  exhortations 
of  learned  men,  solely  in  the  hope  of  improving  the 
education  of  youth,  and  preparing  a  better  future  for 
humanity. 

It  is  not  to  be  supposed  that  Comenius's  relations 
to  his  original  patron,  Ludovic  de  Geer,  were  always 
pleasant;  such  relations  seldom  are.  De  Geer  com- 
plained of  unnecessary  delay,  and  Comeniushad  many 
personal  vexations  to  contend  with  arising  out  of  his 
pecuniary  dependence.  We  learn  also,  from  the  last 
Dedicatory  Epistle  written  by  Comeni us,  and  addressed 
to  some  of  the  leading  men  in  Amsterdam,  that  he 
had  not,  even  in  his  old  age,  escaped  the  general  fate 
of  reformers.  While  his  views  on  Education  had  been 
ardently  supported  by  some  of  the  best  men  in  Europe, 
that  obstructive  of  all  education  known  as  the  '  prac- 
tical teacher,'  had  been  at  work.  Detraction  was 
busy,  and  he  was  accused  by  the  teachers  ot  Amster- 
dam of  '  attacking  schools. '  To  all  this  his  reply  was 
brief.  '  I  can  affirm,'  he  writes,  '  from  the  bottom  of 
my  heart,  that  these  forty  years  my  aim  has  been 
simple  and  unpretending,  indifferent  whether  I  teach 
or  be  taught,  admonish  or  be  admonished,  willing  to 


68  BIOGRAPHY   OF   COxMKNIUS 

act  the  part  of  a  teacher  of  teachers,  if  in  anything  it 
may  be  permitted  me  to  do  so,  and  a  disciple  of  dis- 
ciples where  progress  may  be  possible.  They  say  that 
I  write  against  schools:  nay,  it  is  for  schools  that  I 
speak,  and  have  spoken.  I  presume  our  common  ends 
are  the  same;  it  is  as  to  methods  and  ways  we  differ.' 
Malignity  even  touched  the  character  and  motives  of 
the  old  Bishop.  *  I  have  not,  by  the  grace  of  God, '  he 
says,  *so  spent  my  life  that  now  in  my  old  age  I  must 
avoid  the  light;  nor  are  the  things  I  have  done  till  now 
of  so  little  account  that  I  am  to  keep  silence  when  I  am 
asked  to  speak.  As  to  the  allegation  that  I  have  pre- 
ferred private  to  public  schools,  this  is  incorrect ;  my 
writings  show  this.  I  have  desired  to  give  trouble  to 
none,  but  rather  to  lessen  trouble.  Why  then  should 
any  delight  to  molest  me  ?  Let  me  live  in  tranquillity 
as  long  as  God  wills  me  to  be  here  !  With  Thomas  a 
Kempis  I  can  from  my  heart  and  the  bitter  lessons  of 
experience  say,  '*I  have  tried  all  things,  nor  anywhere 
have  I  found  peace,  save  in  a  little  corner  and  a  little 
book' '  {angululo  et  libellulld) .^  ^ 

Of  Comenius's  domestic  life  and  history  not  very 
much  is  known.  He  married,  as  his  second  wife,  the 
daughter  of  Joh.  Cyrillus,  a  priest  of  the  Brotherhood 
and  a  Senior,  apparently  about  the  year  1629.  She 
died  in  1648,  or  the  beginning  of  1649,  after  having 
borne  five  children — a  son,  Daniel  by  name,  and  four 

^  The  attack  on  Coinenius  by  Nicolas  Arnoldus,  in  his  Dis- 
cursus  Theologicus  contra  Comeniuni^  is  personal  and  spiteful. 
Bayle's  treatment  of  Conienius  shows  a  complete  misapprehen- 
sion of  his  character. 


HIS  DOMESTIC  LIFE  69 

daughters.  The  eldest  daughter,  Dorothea,  seems  to 
have  married  Johann  Mohtor,  a  man  of  good  Slovack 
family,  who  had  been  under  Comenius's  educational 
supervision  at  Lissa.  The  second  daughter,  Elizabeth, 
married  Figulus,  one  of  her  father's  collaborateurs,  and 
a  Moravian  pastor. 

Comenius  continued  to  reside  in  Amsterdam,  after 
the  publication  of  his  collected  Didactic  works  (com- 
pleted in  the  end  of  1657),  maintaining  himself  and 
his  family  by  teaching,  and  partly,  it  would  seem,  sup- 
ported by  the  private  liberality  of  the  admirers  of  his 
life  and  labors — especially  the  De  Geer  family,  at 
whose  expense  his  books  were  printed.  He  dedicated 
his  works  to  the  city  of  Amsterdam,  in  gratitude  for 
the  hospitality  its  people  had  shown  to  him.  He  lived 
for  nearly  thirteen  years  after  this,  dying  on  the  15th 
of  November,  1671,  in  his  eightieth  year,  and  was 
buried  at  Naarden.  During  these  concluding  years  he 
does  not  seem  to  have  added  to  his  Didactic  writings, 
but  he  printed  several  treatises  of  a  religious  character 
intended  to  further  the  promotion  of  the  unity  of 
Protestant  Christendom,  and  continued  to  maintain 
by  correspondence  his  connection  with  the  Moraviam 
Brethren,  and  the  superintendence  of  their  affairs. 
His  last  publication  was  a  confession,  entitled  One 
Thing  Needful,  ^  in  which  the  piety  of  his  heart  and 

^  Unum  necessarium  in  vita  et  morte  et  post  mortem  quod 
nonnecessari  mundi  fatigatus  et  ad  unum  necessarium  sese  re- 
cipiens  sene^  J.  A.  Comenius  anno  aetatis  suae  77,  mundo  ex- 
pendendum  offert.  Terent.  Ad  omnia  aetate  sapimus  rede. 
Edit.  Amsteldami  1668.  Afterwards  republished  in  Leipzig  in 
1734. 


70  BIOt^RAPHY  OF  COMKNIUS 

the  simplicity  of  his  faith  are  alike  conspicuous.     In 
this  he  thanks  God  that  he  had  been  a  man  of  aspira 
tions. 

Even  in  the  declining  years  of  his  laborious  life  he 
never  for  a  moment  lost  sight  of  his  great  Pansophic 
work,  which  was  to  place  before  the  world  of  science 
and  letters  the  sum  of  human  knowledge  in  all  depart- 
ments. He  set  himself  diligently  to  replace  the  mate- 
rials and  MSS.  which  were  destroyed  at  the  sacking  of 
Lesna,  and  left  a  large  number  of  papers  behind  him, 
enjoining  his  son  Daniel  and  his  old  friend  and  fellow- 
worker  Nigrinus  to  prepare  them  for  publication. 
The  son  seems  to  have  troubled  himself  very  little 
about  the  matter,  but  Nigrinus  worked  for  eight  or 
nine  years  at  the  revision  and  preparation  of  the  MS., 
being  supported  during  the  task  by  the  liberality  of 
Gerard  de  Geer.  But  it  does  not  appear  that  any 
Pansophic  publication  ever  saw  the  light. 

^Comenius,'  says  Von  Raumer  truly,  'is  a  grand  and 
venerable  figure  of  sorrow.  Wandering,  persecuted, 
and  homeless  during  the  terrible  and  desolating  Thirty 
Years'  War,  he  yet  never  despaired  ;  but  with  enduring 
truth,  and  strong  in  faith,  he  labored  unweariedly  to 
prepare  youth  by  a  better  education  for  a  better  future. 
Suspended  from  the  ministry,  as  he  himself  tells  us, 
and  an  exile,  he  had  become  an  A'postlo,  ad gentes  minu- 
tidas — Chris tianam  juventuiem  ;  and  certainly  he  la- 
bored for  them  with  a  zeal  and  love  worthy  of  the 
chief  of  the  Apostles.' 

A  translation  of  the  Bible  into  Turkish  also  occupied  m  icK 
of  Ms  thoughts  and  time. 


PART    I. 
THE  GREAT  DIDACTIC. 


First  Section, 

PANSOPHY  AND  Th:E^  AIM  OF  EDUCATION. 

The^rk  can  be  no  doubt  that  it  was  chiefly  the  spec- 
ulations of  Lord  Verulam  that  fired  the  imagination  of 
Comenius,  and  led  him  to  conceive  hopes  of  reducing 
all  existing  learning  to  a  systematic  form,  and  provid- 
ing for  all  the  more  ambitious  youth  of  Europe,  in  a 
great  Pansophic  College,  opportunities  for  the  univer- 
sal study  of  the  whole  body  of  science.  To  this  uni- 
versal and  systematized  learning  he  gave  the  name 
of  Pansophia  or  Encyclopaedia.  He  was  filled  with 
high  hopes  of  the  benefits  which  would  arise  from  a 
revision  and  arrangement  of  human  knowledge — hopes 
which  he  shared  with  many  men  of  his  time,  and  which 
would  be  rash  for  us  to  say  were  without  sufficient 
foundation. 

The  title  of  one  of  his  treatises  is,  'A  Prelude  of 
Pansophy,  in  which  the  necessity  of  universal  wisdom, 
its  possibility  and  its  practicability  (if  it  be  approached 
according  to  a  certain  method)  is  briefly  and  clearly 
demonstrated.'  He  draws  a  picture  of  the  confusion 
of  existing  knowledge,   and   the  inadequacy    of  the 

(73) 


74  KDUCATIONAI,  SYSTE)M  OF  COMEJNIUS 

treatment  of  its  various  departments.  He  attributes 
this  to  the  ignorance  of  those  in  one  place  of  what  had 
been  done  elsewhere,  and  to  the  too  great  specializa- 
tion of  inquirers.  The  writer  on  jurisprudence  was  ig- 
norant, it  might  be,  of  philosophy  and  physics;  the 
writer  on  physics  was  ignorant  of  metaphysics;  the 
writer  on  metaphysics  and  ethics  ignored  physics;  and 
so  forth.  Hence  inadequacy  of  treatment;  hence,  too ^ 
the  fragmentary  presentation  of  all  knowledge.  To 
cure  this  it  was  necessary  that  there  should  be  an  au- 
thorized and  systematized  view  of  all  learning,  ar- 
ranged in  a  philosophic  order.  Men,  who,  in  the 
higher  departments  of  education,  had  been  disciplined 
in  this  encyclopaedia,  would  have  an  universal  culture 
that  would  enable  them  to  prosecute  special  branches 
with  greater  firmness  and  accuracy.  He  called  on 
learned  men,  to  enable  him  by  their  contributions  to 
construct  such  a  book,  or  series  of  books.  As  to 
method;  while  the  spirit  of  the  Baconian  induction 
was  in  him,  in  so  far  as  he  based  knowledge  on  obser- 
vation, and  on  advancing  from  particulars  to  generals^ 
he  had  not  grasped  induction  in  its  true  significance* 
For,  as  Bacon  himself  points  out,  the  senses  by  them- 
selves are  not  to  be  trusted,  and  the  processes  of  a  true 
investigation  are  to  supplement,  correct  and  verify'^ 
them. 

As^allJ^BO^^ledgejwasjtoJ^adjto^God,  and_to_God  as 
revealed^throug^.^Christ,  Comenius  spoke  of  his  ency- 
clopaedism  as  a  Christian  Pansophy,  and  gave  the 
'Special  titles  of  the  seven  parts  of  the  temple  o± 
Christian  Pansophy. '     The  first  part  was  to  show  the 


HIS  IDE^AI,  PANSOPHIC  UNIVERSITY  ^O 

necessity  and  possibility  of  the  temple,  and  to  give  its 
external  structure  or  outline — to  be  called  the  Templz 
Sapientiae  Propylaeum,  The  second  part  was  to  give 
the  first  approach  to  a  knowledge  of  all  knowable  j 
things  —  a  general  apparatus  of  wisdom  — in  which 
the  highest  genera  and  fundamental  principles  and 
axioms  were  to  be  exhibited,  from  which,  as  the  primal  ; 
sources  of  truth,  the  streams  of  all  sciences  flow  and  \ 
diverge, —  to  be  called  the  Porta.  The  third  part 
(the  primtim  Atriuni)  was  to  exhaust  visible  nature. 
The  fourth  (the  Atrium  medium)  was  to  treat  of  man 
and  reason;  the  fifth  part  {Atrium  internum),  of  man's 
essential  nature  —  free-will  and  responsibility,  and  the 
repair  of  man's  will  in  Christ  as  the  beginning  of  the 
spiritual  life.  The  sixth  part  {Sanctum  sanctorum) 
was  to  be  theological,  and  here  man  was  to  be  admitted 
to  the  study  and  worship  of  God  and  his  revelation, 
that  thereby  he  might  be  led  to  embrace  God  as  the 
center  of  eternal  life.  The  seventh  part  {Pons  aqua^'iim 
viventium)  was  to  expound  the  use  of  true  wisdom  and 
its  dissemination,  so  that  the  whole  world  might  be 
filled  with  a  knowledge  of  God. 

This  is  a  sketch  of  a  Pansophic  University.  The 
same  ideas  v/orked  out  as  applicable  to  a  Secondary  or 
Latin  School  will  be  found  in  the  sequel  under  the 
designation,  '  The  Inner  Organization  of  a  Pansophic 
School.' 

Comenius  was  a  thoroughgoing  realist  in  education,  ^ 
but  he  combined  with  this  a  fervent  evangelicalism ; 
indeed,  his  whole  purpose  was  to  lead  youth  to  God 


76  BDUCATIONAI.  SYSTEM  OF  COMKNIUS 

through  things  —  to  God  as  the  source  of  all,  and  as 
the  crown  of  knowledge  and  the  end  of  life. 

I  have  chosen  to  introduce  the  educational  reader  to 
Comenius  in  connection  with  his  Pansophic  schemes, 
because  they  are  the  key  to  his  intellectual  life  and  his 
educational  aims.  For  it  will  be  seen  in  the  sequel 
that  the  idea  of  a  Christian  Pansophy  never  deserts 
him,  and  that,  from  his  *  mother-school'  upwards,  his 
purpose  is  to  give  to  children  and  boys  the  elements  ol 
universal  knowledge  adapted  to  the  various  stages  of 
school  life.  It  is  as  the  representative  of  enclyclo- 
psedism  in  education  (in  his  case  a  Christian  enclyclo- 
paedism),  and  as  the  first  exhaustive  writer  on  general 
method,  that  Comenius  claims  our  attention.  As  a 
type  of  the  realistic  and  enclyclopsedic  school  of  Edu- 
cationalists, he  will  probably  never  be  superseded. 

I  shall  now  give  an  account  of  those  works  of 
Comenius  in  which  he  endeavored  to  give  effect  to  his 
educational  views.  The  'Great  Didactic'  {Magna 
Didactica^^  first  arrests  our  attention,  because  it  was 

1  The  word  is  of  singular  number,  and  Ars  is  understood. 
The  full  title  of  the  book  is  as  follows : — 

DIDACTICA  MAGNA  : 
univkrsai^e:  omnks  omnia 
doce^ndi  artii^icium  kxhibe^ns  : 
Sive  certus  et  exquisitus  modus,  per  omnes  alicujus  Chrietiani 
Regni  communitates;  Oppida  et  Vicos,  tales  erigendi  Scholas, 
ut  Omnis  utriusque  sexus  Juventus,  nemine  usquam  neglecto, 
lyiteris    informari,   Moribus  expoliri,     Pietate    impui,  Beaque 
ratione  intra  pubertatis  annos  ad  omnia  quae  praesentis    et 
faturae  vitae  sunt  instrui  possit, 

Compendiose,  Jucunde,  Solide  : 
Ubi  omnium  quae  suadentur, 


HIS    ''GREAT  didactic"  77 

put  forth  as  a  systematic  treatment  of  the  whole  ques- 
tion of  Education.  Here  our  object  will  be  to  make 
Comenius  speak  as  much  as  possible  for  himself. 

In  his    prefatory  remarks  to   the   Great   Didactic, 
Comenius   tells  us  that  the   Didactic  Art  has  to  be  j 
studied  in  the  interests  of  Parents,  Teachers,  Pupils,  1 
the  Commonwealth,  the  Church,  and  Heaven. 

*Quidnam,'  says  Diogenes,  the  Pythagorean,  *  est 
ftmdamentum  totius  reipublicae  ?  Adolescentium  edu- 
catio.  Haud  enim  unquam  vites  utilem  fructum  pro- 
tulerintquae  non  bene  sunt  excultae.  *  '  It  is  our  boun- 
den  duty,  he  adds,  'to  consider  the  means  whereby 
the  whole  body  of  Christian  youth  may  be  stirred  to 
vigor  of  mind  and  the  love  of  Heavenly  things.* 

General  Statement  of  Aim. 

I.  Man  is  the  last,  the  most  complete,  and  the  most  ^ 

excellent  of  living  creatures. 

II.  The  final  end  of  man  lies  beyond  this  life.  This 
life  is  threefold,  viz.,  Vegetative,  Animal,  and  Intel- 
lectual or  Spiritual.  The  first  nowhere  manifests  itself 
outside  the  body;  the  second  stretches  forth  to  objects 
through  the  operations  of  the  senses;  the  third  is  able 
to  exist  separately  as  well  as  in  the  body,  as  in  the 
case  of  Angels.     'Jam  quia  evidens  est,  supremum 

Fundamenta,  ex  ipsissima  rerum  natura  eruuntur  : 

Veritas,    artium  Mechanicarum,  parallelis    exemplis    demon- 

stratur  ; 

Series,  per  Annos,  Menses,  Dies,  Horas,  disponitur ; 

Via  denique  in  effectuni  haec  feliciter 

deducendi,  faciUs  et  certa  ostenditur. 


78  EDUCATIONAL  SYSTEM    OF   COMKNIUS 

htinc  vitae  graduni  a  prioribus  valide  in  nobis  obum- 
brari  et  praepediri,  necessario  sequitur  fnturum  esse  ubi 
in  afc/xriv  deducatur. ' 

III.  This  life  is  only  a  preparation  for  an  eternal 
life.  The  visible  world  is  a  seed-plot,  a  boarding- 
hotise  and  training-school  for  man. 

^As  certainly  as  the  period  spent  in  the  mother's 
womb  is  a  preparation  for  the  life  in  the  body,  so 
certainly  is  the  dwelling  in  the  body  a  preparation  for- 
that  life  which  will  take  up  the  present  and  endure  for 
ever.  Happy  he  who  has  brought  forth  from  his 
mother's  womb  well  formed  limbs:  happier  a  thousand 
times  he  who  c^xri^s  hence  a  well -formed  soul.' 

IV.  There  are  three  steps  of  preparation  for  Eternity. 
*Se,  et  secum  omnia,  Nosse;  Regere;  et  ad  Beum 
Dirigere.' 

It  is  accordingly  required  of  man  that — 
(i.)  He  should  know  all  things. 
(2.)  He  should  have  power  over  all  things  and 

over  himself. 
(3.)  He  should  refer  himself  and  all  things  to  God, 
the  Source  of  All. 
These  requirements   are  summed  up  in  the  words 
Eruditio,   Virtus  seu  Mores  Hones tas^  Religio  seu  Pietas  ^ 
— Knowledge,  Virtue,  and  Piety.     All  else  is  merely 
accidental  and  extrinsic. 

V.  The  seeds  of  these  three  (Knowledge,  Virtue, 
and  Religion)  are  in  us  by  Nature,  /.  e.  our  first  original 
and  fundamental  nature,  to  which  we  are  to  be  recalled 
by  God  in  Christ. 

It  is  as  certain  that  Man  has  been  born  fit  for  the 


GKNERAIv  AIM   OF  KDUCATION  79 

understanding  of  things,  the  harmony  of  morals,  and 
the  love  of  God,  as  that  there  are  roots  to  a  tree. 

KnowlKDGK,  or  Eruditio. — God  has  placed  the 
roots  of  eternal  wisdom  in  man.  He  is  fit  to  acquire 
all  knowledge  because  he  is  the  image  of  God.  God 
is  omniscient,  and  the  mind  of  man  is  like  a  polished 
globular  mirror  hung  up  in  a  chamber,  which  receives 
the  forms  (species)  of  all  things.  The  body,  the  voice, 
the  vision  of  man  are  limited,  but  the  mind  is  unlimited 
in  its  sweep — it  is  capable  of  all  things. 

Again,  Man  is  a  microcosm,  in  which  are  enfolded 
the  seeds  of  all  things^  as  well  as  of  all  knowledge. 
To  him,  as  inhabiting  a  natural  body,  are  attached 
emissaries  and  scouts,  viz.,  his  senses  of  seeing,  hear- 
ing, smelling,  taste,  and  touch. 

There  is  implanted  in  man  a  desire  to  know,  and  not 
merely  a  tolerance  of  labor,  but  an  appetite  for  labor. 
The  senses,  e,  g.^  seek  about  for  objects. 

The  mind  may  be  compared  to  the  earth,  for  does  it 
not  receive  all  kinds  of  seeds  ?  or,  as  Aristotle  said,  to 
a  tabula  rasa, on  which  nothing  is  inscribed,  but  on 
which  everything  may  be  inscribed  ;  or  the  brain  may 
be  compared  to  wax,  on  which  every  form  may  be  im- 
printed ;  for  which  the  wisdom  of  God  is  to  be 
admired,  who  has  made  it,  though  small,  capable  of 
receiving  innumerable  impressions. 

Most  fitly,  perhaps,  is  the  mind  to  be  compared  to 
a  mirror,  which  reflects  accurately  all  that  is  placed 
before  it. 

Virtue,  or  Mores  Hones ti, — The  seeds  of  moral  life 


80  KDUCATIONAI,  SYSTKM   OF  COMENIUS 

are  connate  with  man.  He  is  adapted  for  a  harmonia 
morum.  In  the  motions  of  the  soul  the  principal 
wheel  is  the  will.  The  weights  which  drive  this  wheel 
are  the  affections  and  appetites,  but  the  reason  is  as  a 
movable  bolt  which  opens  and  shuts  the  entrance  of 
these,  and  suspends  or  directs. 

PiKTY,  or  Religio. — So  also  are  the  roots  of  religion 
in  man,  for  is  he  not  the  image  of  God  ?  The  soul  of 
man  longs  after  its  likeness.  God  is  the  end  of  its 
striving,  and  this  is  the  summum  bonum — a  longing^ 
not  wholly  extinguished  by  the  Fall.  We  are  not  to 
forget  our  restoration  in  the  new  Adam.  Everything 
returns  willingly  to  its  own  true  nature,  and  it  is 
easier  for  man,  by  the  grace  of  the  Holy  Spirit,  to  be 
wise,  good,  and  holy,  than  it  is  for  his  adventitious 
depravity  to  stop  his  progress. 

f  Nature  gives  the  seeds  of  knowledge,  morality,  and 
:  religion,  but  it  does  not  give  knowledge,  virtue,  and 
;  religion  themselves.  These  have  to  be  striven  for. 
Hence  man  is  truly  called  animal  disciplinabile ,  since 
he  cannot  truly  become  a  man  except  through  disci- 
pline. Men,  then,  has  to  be  educated  to  become  a 
man.  Even  to  use  his  limbs  aright,  he  has  to  be  edu- 
cated. The  mind,  if  weak  or  stupid,  we  all  admit, 
needs  discipline ;  but  this  is  true  even  of  the  capable 
understanding ;  for  as  rich  soil,  if  not  rightly  tilled, 
grows  weeds  and  thistles  in  more  than  usual  abundance^ 
so  it  is  with  the  man  of  natural  talent. 
'  Education  is  to  be  carried  out  while  the  mind  is  yet 
tender  and  the  brain  soft.  And  in  order  that  the 
human  being  may  be  educated  to  full  humanity,  God 


GKNKRAIv  AIM   OF   KDUCATION  81 

has  given  him  certain  years  of  childhood  during  which 
he  is  not  fit  for  active  life  ;  and  that  only  is  firm 
and  stable  which  has  been  imbibed  during  the  earliest 
years. 

The  care  of  children  belongs  properly  to  their  par-\ 
ents,  but  they  need  the  help  of  these  specially  set? 
apart  for  education — preceptoreSy  ludimagistHy  profes- 
sores — and  there  is,  consequently,  a  need  for  schools 
and  colleges.  Schools  should  be  instituted  in  every 
part  of  the  empire,  and  the  whole  of  the  youth  of  both 
sexes  should  be  sent  to  these.  Schools  have  been  truly 
called  huvianitatis  officinae  (workshops  or  manufacto- 
ries of  Humanity) ,  where  man  may  be  trained  to  be — 
I.  A  rational  creature;  2.  A  creature  lord  of  other 
creatures  and  of  himself ;  3.  A  creature  which  shall  be 
the  joy  of  his  Creator. 

That  only  I  call  a  school,  Comenius  says,  which  is 
truly  officina  hominum,  where  minds  are  instructed  in 
wisdom  to  penetrate  all  things,  where  souls  and  their 
afiections  are  guided  to  the  universal  harmony  of  the 
virtues,  and  hearts  are  allured  to  divine  love, — 'ubi 
omnes  omnia  omnino  doceantur.' 

Luther,  in  1525,  in  his  exhortation  to  the  States  of 
the  Empire  to  erect  schools,  desires,  inter  alia,  these 
two  things — '(i)  That  in  all  cities,  towns  and  villages 
schools  be  instituted  to  teach  all  the  youth  of  both 
sexes;  so  that  those  engaged  in  agriculture  and  trades 
might  receive  two  hours'  daily  instruction  in  letters, 
morals,  and  religion.  (2)  That  they  should  be  in- 
structed according  to  some  easier  method,  which  would 
not  only  not  deter  from  study,  but  allure  to  it,  so  that 


82  KDUCATIONAI,  SYSTKM   OF   COMENIUS 

they  should  derive  no  less  pleasure  from  their  studies 
than  from  their  games.'  But  even  now,  *ubi  univer- 
sales  illae  scholae?  ubi  blanda  ilia  methodus?'  Even 
those  that  exist  for  the  wealthier  classes  are  a  terror  to 
boys  and  torture-chambers  of  minds.  As  to  moral 
training  and  manners,  even,  the  Universities  are  bad. 
And  why  all  this?  Because  'de  bene  vivendo  in  scho- 
'  lis  quaestio  nulla  movetur.'  They  have  sought  only 
knowledge. 

And  how  have  they  sought  this?  In  such  a  way 
that  they  spend  five,  ten,  or  even  more  years  over  what 
could  be  done  in  one  year.  What  is  capable  of  being 
instilled  and  poured  into  the  mind  in  the  gentlest  way, 
is  violently  stuffed  in  and  stamped  in.  What  might  be 
placed  perspicuously  and  clearly  before  the  eyes  is  pre- 
sented in  an  obscure,  perplexed,  and  intricate  way. 

The  mind  is  nowhere  nourished  with  the  true  kernel 
of  things,  but  with  the  mere  husk  of  words. 

As  to  the  study  of  the  Latin  tongue — good  Heavens! 
how  laborious,  how  intricate,  how  prolix!  Mere  scul- 
lions, cooks,  and  soldiers  will  learn  one,  two,  or  three 
foreign  tongues  more  quickly  than  the  pupils  of  our 
schools  will  learn  Latin  only;  and  these  know  little  of 
it,  and  are  dependent  on  their  lexicons.  This  must 
arise  from  a  bad  method.  Well  may  the  distinguished 
lyubinus  say,  that,  when  he  thinks  of  the  immense 
labor,  tedium,  and  loss  in  the  teaching  of  Latin,  he  is 
disposed  to  think  that  the  method  must  have  been  in- 
vented by  some  evil  genius  — an  enemy  of  the  human 
race.  But  why  multiply  testimony?  I  myself  am  an 
unhappy   instance   of  wasted   boyhood  and   youth — 


HIS   MKTHOD   OF   EDUCATION  83 

years  misspent,  the  memory  of  which  I  recall  with 
tears  and  sighs.  But  the  past  is  irrevocable.  Let  its 
do  better  for  our  posterity. 

So  much  for  the  general  Aim  of  Education,  accord- 
ing to  Comenius.  He  now  proceeds  to  treat  of  method, 
taking  the  operations  of  external  nature  as  his  guide. 
The  parallelism  is  throughout  forced,  and  often  fanci- 
ful. 

Second  Section, 

THE   METHOD   OF   EDUCATION. 

Reformation  is  possible.  I  undertake  an  organiza- 
tion of  schools,  whereby — 

(i.)  All  the  youth  may  be  instructed  save  those  to 
whom  God  has  denied  intelligence. 

(2.)  And  instructed  in  all  those  things  which  make 
a  man  wise,  good,  and  holy. 

(3.)  And  thaty  as  a  preparation  for  life,  in  such  a 
time  as  will  set  him  free  before  he  is  adult. 

(4.)  And  that,  without  blows,  severity,  or  com- 
pulsion, but  most  lightly,  gently,  and,  so  to  speak, 
spontaneously. 

(5.)  And  that,  in  such  a  way  that  they  shall  be 
trained,  not  to  specious  and  superficial,  but  to  true 
and  solid  learning,  and  to  the  use  of  their  own  faculties, 
— not  to  dependence  on  others  or  on  mere  memory. 
With  like  solidity  will  they  be  instructed  in  morality 
and  religion. 

(6.)  And  that,  so  that  the  course  of  instruction 
shall  not  be  laborious,  but  very  easy;  four  hours  a  day 
being  sufficient. 


84  KDUCATlONAIy  SYSTEM   OI^   COMENIUS 

Order  it  is  that  is  the  soul  of  the  world;  order  sus- 
tains nature  in  all  its  parts. 

Order  too  is  the  eye  of  the  school,  and  we  must  take 
from  nature  the  order  of  the  school. 

Our  business  is  to  discover  from  the  indications  of 
nature  the  principles  which  underlie  the  answers  to  the 
following  queries: — 

(i.)  How  life  may  be  so  prolonged  as  to  enable  us 
to  learn  all  things. 

(2.)  How  arts  may  be  shortened  with  a  view  to 
rapid  learning. 

(3.)  How  we  may  seize  the  right  occasions  for 
learning  so  as  to  learn  Surely, 

(4.)  How  we  may  unlock  the  mind  so  as  to  learn 
Easily. 

(5.)  How  we  may  sharpen  the  understanding  so  as 
to  learn  Solidly, 

Omitting  other  points,  let  us  consider  the  three 
problems  contained  in  the  words  surely^  easily^  solidly 
— certo ,  facile  y  solide. 

I.   Ckrto,  ^r  SuRKlvY. 

How  are  we  to  teach  and  learn  surely,  i.  e.  so  as  to  be 
sure  of  our  result  f 

This  is  to  be  done  by  finding  the  modus  operandi 
of  Nature,  and  accommodating  ourselves  to  that,  as 
follows  : — ^ 

First  PrincipIvK  : — Nature  attends  to  a  fit  time. 

Birds  do  not  begin   the  work  of  multiplying  their 

1  It  will  be  noticed  that  successive  principles  yield  the  same 
or  similar  rules.     Hence  considerable  repetition. 


HIS   METHOD   OF   EDUCATION  85 

Species  in  winter.  So  with  other  natural  operations, 
such  as  the  growth  in  a  garden  ;  the  season  determines 
all.  Right  in  the  teeth  of  this,  schools  do  not  choose 
a  fit  time  for  exercising  the  minds  of  pupils  ;  and  they 
do  not  so  accurately  arrange  the  exercises  as  to  insure 
that  all  things  advance  infallibly  through  their  own 
successive  steps. 

Just  as  Nature  chooses  spring  as  the  time  of  prepa- 
ration for  future  products,  so  the  right  time  is  boy- 
hood—  the  spring  of  life.  The  right  time  of  the  day 
is  the  morning  hours,  which  is  the  spring  of  the  day  ; , 
and  as  to  arrangement  of  studies,  it  may  be  said,  gen- 
erally, that  nothing  should  be  taught  except  when  it 
can  be  comprehended. 

Second  PrincipIvE. — Nature  prepares  material  for 
itself  before  it  gives  it  form 

In  the  school-books,  matter  does  not  precede  form. 
In  schools  also  they  teach  words  before  things  —  the 
mere  clothing  or  husk  of  words  before  the  reality  itself. 
Then  in  the  study  of  a  language  they  teach  form  be- 
fore things,  because  they  teach  rules  before  words  and 
sentences.  They  give  rules  and  then  examples,  where- 
as the  light  ought  to  precede  that  which  it  is  intended 
to  light  up. 

In  all  instruction  it  is  necessary  that,  having  got 
ready  the  necessary  books  and  materials  :  (i.)  The 
understanding  be  instructed  before  speech  is  demand- 
ed :  (2.)  That  no  language  should  be  learned  from  a 
Grammar,  but  from  suitable  authors,  that  real  studies 
should  precede  organic  (formal),  and  that  examples 
should  come  before  rules. 


86  KDUCATIONAI.   SYSTEM    O^   COMBNIUS 

Third  PrincipIvK. — Nature  takes  a  fit  subject  for  its 
operation ,  or  at  least  takes  care  that  it  be  made  fit. 

Wherefore  — 

(i.)  Let  him  who  goes  to  school  reraain  steadily 
there. 

(2.)  Whatever  study  is  taken  up  for  treatment,  let 
the  minds  of  the  pupils  be  predisposed  towards  it  (and 
prepared  for  it) , 

(3.)  Let  all  obstacles  be  removed  out  of  the  path 
of  the  pupils. 

Fourth  PrincipIvK. —  Nature  does  not  confuse  itself 
in  its  works  ^  but  advances  distinctly  to  07ie  thing  after 
another. 

Wherefore  let  pupils  be  occupied  with  only  one 
study  at  a  time ;  that  is  to  say,  teach  only  one  thing 
at  a  time. 

Fifth  PrincipIvK. —  Nature  begins  all  its  operatio7ts 
from  within  outwards,  e.  g.  a  tree  grows  from  within y 
etc. 

Teachers  err  herein,  that  instead  of  diligently  ex- 
plaining and  articulating  everything,  they  would  acquit 
themselves  of  their  task  of  instructing  youth,  by  speak- 
ing, dictating,  and  exercising  memory. 

Wherefore — 

(i .)  Let  the  understanding  of  things  be  first  formed, 
then  the  memory  exercised  on  what  is  understood,  and 
only  in  the  third  place,  speech  and  hand  (i.  e.  writing). 

(2.)  The  teacher  should  attend  to  every  way  of 
opening  the  in  tellegence,  and  must  apply  them  fitly. 


HIS   METHOD   OF  KDUCATION  87 

Sixth  PrincipIvK — Nature  begiiis  all  its  formation 
from  generals^  and  thence  proceeds  to  specialize — e.  g.,  it 
warms  and  nourishes  the  whole  mass  of  the  ^%'g,  and 
does  not  form  first  the  head,  then  the  wings,  then  the 
feet,  but,  having  warmed  the  whole,  it  sends  its  crea- 
tive force  into  the  special  parts,  and  there  specializes. 
^So,  a  painter  in  painting  a  portrait  does  not  draw  first 
the  nose,  then  the  ears,  etc.,  but  outlines  the  whole 
man  on  the  canvas  roughly  with  chalk,  and  then  pro- 
ceeds to  fill  in.'i  So  with  instruction,  the  outline  should 
first  be  given.  / 

(^  Wherefore — 

(i.)  From  the  very  beginning  of  their  instruction,  , 
the  (principles  or)  essential  groundwork  of  all  learning  • 
should  be  given. 

(2.)  Every  language,  science,  01  art  should  first  be  ^ 
learned  in  its  simplest  rudiments.  Thus  the  idea  of 
the  whole,  as  a  whole,  will  be  grasped;  then,  more 
fully,  rules  and  examples  should  be  given;  thereafter, 
peculiarities  and  anomalies;  and  finally,  if  necessary, 
commentaries,  etc.  \ 

SkvKNTH  PrincipIvEJ. — Nature  does  not  proceed  per 
saltum,  but  step  by  step.  The  hatching  goes  on  by  in- 
sensible degrees.  So,  a  man  building  a  house  does  not 
begin  from  the  top  but  from  the  foundation,  and  step 
by  step  he  rears  his  structure. 

Wherefore — 

(i.)  The  whole  sphere  of  studies  should  be  dis- 
tributed carefully  among  the  successive  classes  of  the 
school  in  such  a  manner  that  the  earlier  study  always 


88  KDUCATIONAI.  SYSTEM   O^  COMKNIUS 

prepares  the  way  for  what  is  to  follow,  and,  as  it  were, 
lights  the  path  to  it. 

(2.)  The  time  at  the  teacher's  disposal  should  be 
carefully  distributed,  so  that  its  own  peculiar  task  may 
await  every  year,  month,  day,  hour. 

(3.)  This  distribution  of  the  time  should  be  most 
closely  attended  to,  so  that  nothing  may  be  passed 
over,  and  nothing  put  in  its  wrong  order. 

Eighth  PRiNCiPiyE. — Nature,  when  it  o?ice  begins, 
does  not  stop  till  it  has  completed  its  task. 

Wherefore — 

(i.)  He  who  is  handed  over  to  the  school  should  be 
retained  there  until  he  is  ready  to  come  forth  an  in- 
structed, moral,  and  religious  man. 

(  2 . )  The  school  should  be  in  an  undisturbed  locality .  ^ 

(3.)  What  has  been  laid  down  to  be  done  should  be 
strictly  carried  on  on  the  lines  laid  down,  and  no  gap 
permitted. 

(4.)  No  one  should  be  allowed  to  absent  himself  on 
any  pretext. 

Ninth  Principi^k. — Nature  carefully  avoids  whatever 
is  contrary  to  its  operations  or  hurtful. 

Wherefore — 

(i .)  Permit  a  scholar  the  use  of  no  books  save  those 
which  have  to  do  with  his  own  class. 

(2.)  The  books  should  be  so  constructed  that  they 
may  with  truth  be  called  channels  of  Wisdom, Morality, 
and  Piety. 

1  This  belongs  rather  to  the  Third  Principle. 


HIS   MKTHOD   OF   KDUCATION  89 

(3.)  Dissolute  associates  in  or  out  of  school  are  not 
to  be  tolerated. 

II.  FACII.K,  ^r  EASII.Y. 

We  have  exhibited  the  principles  in  accordance  with 
which  the  work  can  be  done  with  certai?ity.  Now  we 
proceed  to  show  that  it  can  also  be  done  easily  and 
pleasantly.  This  will  be  the  case  if  we  attend  to  the 
following  ten  principles  (many  of  which  repeat  what 
has  been  already  laid  down). 

I.  I,et  the  education  begin  early,  before  the  mind 
is  corrupted. 

II.  Let  it  be  done  with  due  preparation  of  the 
mind. 

III.  Let  it  proceed  from  the  more  general  to  the 
special. 

IV.  And  from  the  easy  to  the  more  difficult. 

V.  Let  no  one  be  weighted  with  too   much  to 
learn. 

VI.  Let  progress  be  slow  everywhere. 
VII.  Let  the  intellect  h^  forced  to   nothing  save 
what  it  spontaneously  desires  in  accordance  with  its 
age  and  with  right  method. 

VIII.  Let  everything  be  communicated  through  the 
senses. 

IX.  And  turned  to  present  use. 
X.  Let  all  things  be  taught  according  to  one  and 
the  same  method. 

Let  us  follow  the  steps  of  Nature  as  illustrative  of 
the  above  principles. 

First  Principi,:^. — Nature  begins  from  pure  elements. 


90  KDUCATIONAI,  SYSTEM   OI^   COMKNIUS 

The  egg  which  is  to  be  hatched  is  pure.  The  tender 
minds  we  seek  to  train  should  be  free  from  distractions 
and  uncorrupted. 

Wherefore — 

(i .)  Let  the  education  of  the  young  begin  early. 

(2.)  Let  there  be  only  one  preceptor  in  each  subject 
for  each  pupil  (/.  e.  do  not  send  the  child  from  one 
master  to  another  in  the  same  subject.) 

(3.)  Before  all,  let  the  morals  be  reduced  to  harmony 
under  the  influence  of  the  preceptor. 

Skcond  Principi,:^. — Nature  predisposes  Tnatter  so 
that  it  shall  seek  form. 

The  bird  hatched  desires  to  walk  and  to  peck,  and 
finally  desires  to  fly. 

Wherefore — 

(i.)  The  desire  ot  knowing  and  learning  is  to  be 
stirred  up  in  boys  in  every  way  kdv  r/i  (Pi\oiLLaBr}<;  ed^ 
TtoXvjuaOrj^  (Isoc.) 

(2.)  Let  the  method  of  teaching  lessen  the  labor  of 
learning,  so  that  nothing  be  a  stumbling-block  to  the 
pupil,  and  deter  from  perseverance  in  study. 

This  ardor  to  acquire  is  to  be  excited  by  parents  > 
who  should  evince  their  respect  for  school  masters  and 
learning;  by  teachers,  who  should  be  kind,  paternal, 
and  ready  to  commend;  by  schools,  which  should  be 
pleasant  rooms,  well  lighted,  clean,  and  adorned  with 
pictures,  etc.;  by  the  things  which  the  pupils  study, 
which  should  be  so  presented  as  to  attract;  by  the 
method,  which  should  be  the  natural  method;  and  by 
magistrates,  who  should  be  present  at  examinations 
and  distribute  rewaids. 


HIS   METHOD   OF  EDUCATION  91 

Third  Principle. — Nature  draws  out  all  things 
from  beginnings^  which  in  their  hulk  are  small,  iji  their 
virtue  strong. 

Note  in  connection  with  this — (i.)  That  every  art 
be  summed  up  in  rules,  very  short,  but  very  exact. 
(2.)  That  every  rule  be  conceived  in  words  as  brief  as 
they  are  lucid.  (3.)  That  numerous  examples  be  given 
with  each  rule,  so  that  the  applications  of  the  rule, 
however  various,  may  be  clear. 

Fourth  PrincipIvE. — Nature  proceeds  from  the  more 
easy  to  the  m.ore  difficult. 

We  find  Latin  rules  taught  in  Latin — the  unknown 
by  the  equally  unknown,  and  many  other  faults  which 
will  be  amended,  if — 

(i.)  The  teacher  speak  the  same  vernacular  as  the 
boy.  (2.)  If  all  examinations  of  things  be  given  in  a 
known  tongue.  (3.)  If  every  grammar  and  lexicon  be 
adapted  to  that  tongue  {i.  e.  the  vernacular)  by  means 
of  which  the  new  is  to  be  learned.  (4.)  If  the  study 
of  the  new  tongue  advance  by  degrees — the  pupil  be- 
ing taught  first  to  understand,  then  to  write,  and  finally 
to  speak  it  (which,  being  extemporaneous,  is  the  most 
difiicult).  (5.)  If,  when  Latin  words  are  given  with 
vernacular,  the  vernacular  words,  as  being  best  known, 
always  come  first.  (6.)  If  the  material  of  study  be  so 
arranged  that  the  scholar  learns  first  that  w^hich  is 
nearest,  then  that  which  is  near,  then  that  which  is 
more  remote,  then  finally  that  which  is  most  re- 
mote (e.  g.,  do  not  seek  illustrations  from  the- 
ology or  politics,  but  from  things  at  hand  and  famil- 


4 


92  KDUCATIONAI,   SYSTEM    OF   COMKNIUS 

iar.)  (7.)  If  the  senses  of  boys  be  first  exercised,  then 
the  memory,  then  the  intelligence,^  and  finally  the 
judgment.  For  science  takes  its  beginning  from  the 
senses,  and  thence  passes  into  the  memory  through  im- 
agination, then  by  induction  of  singulars  an  under- 
standing of  universal s  is  formed,  and  finally  a  judg- 
ment as  to  things  understood  takes  effect,  giving  the 
certitude  of  science. 

Fifth  PrincipIvK. — Nature  does  not  overweight  itself 
tut  is  content  with  few  things  at  a  time — e.  g./it  does  not 
demand  two  birds  out  of  one  Q:gg. 

Sixth  Principlk. — Nature  does  not  hurry  itself,  but 
proceeds  slowly — e.  g.,  slow  is  the  hatching  of  the  bird. 

Wherefore — 

(i.)  Spend  as  few  hours  as  possible  in  public  les- 
sons ;  four  being  the  right  number,  as  many  more 
being  left  for  private  study. 

(2.)  Fatigue  the  memory  as  little  as  possible,  only 
fundamental  things  being  exacted,  all  else  being  al- 
lowed to  flow  freely. 

(3.)  Proportion  all  things  to  the  capacity,  which, 
according  to  the  progress  of  years  and  studies,  will 
grow  of  itself. 

SkvKNTH  PrincipIvE. — Nature  Pushes  nothi?ig  for- 
cibly forward y  except  zvhat,  being  already  inwardly  mo- 
turedy  desires  to  burst  forth — e.g.,  the  bird  does  not 
urge  its  young  to  fly  till  their  wings  are  ready. 

Let  nothing,  then,  be  done  against  the  grain.     The 

1  IntelHgence  should  precede  memory,  but  the  term  is  here 
used  of  the  generaHzing  power. 


HIS    METHOD    OF    EDUCATION  93 

want  of  desire  frequently  arises  from  want  of  previous 
preparation  and  explanation. 

Wherefore — 

(i.)  Let  nothing  be  attempted  with  youth  except 
those  things  which  their  age  and  ability  not  only  admit 
of  but  desire. 

(2.)  Let  nothing  be  prescribed  as  a  memory-task 
which  has  not  previously  been  thoroughly  understood. 

(3.)  Let  nothing  be  prescribed  to  be  done  till  the 
form  of  it  and  the  rule  of  imitation  have  been  sujfi- 
ciently  pointed  out  and  impressed. 

Eighth  PrincipeK. — Nature  assists  itselj  in  every 
possible  way  — e,  g,  there  is  vital  warmth  in  the  ^%% 
itself,  as  well  as  in  the  maternal  incubator. 

Boys  must  be  so  far  assisted  as  to  understand  what 
is  given  them  to  do.  The  teacher  who  demands  a  task 
without  sufficient  explanation  and  preparation  is  as 
cruel  as  a  nurse  who  would  put  an  infant  on  the 
ground  and  tell  it  to  walk.  We  must  bear  patiently 
with  weakness. 

Wherefore  — 

(i.)  Let  no  stripes  be  inflicted  on  account  of  studies; 
(for  if  the  boy  does  not  learn,  whose  fault  is  it  save  the 
teacher's,  who  either  does  not  know  how  to  make  the 
pupil  docile,  or  does  not  care  to  do  it  ?). 

(2.)  Let  what  the  pupils  have  to  learn  be  so  placed 
before  them  and  explained  that  they  see  it  as  clearly 
as  their  own  five  fingers. 

(3.)  And  in  order  that  everything  may  be  imprinted 
the  more  easily,  let  the  senses  be  applied  to  the  subject 
as  often  as  possible — e,  g,,  let  hearing  be  joined  v/ith 


94  KDUCATIONAI,   SYSTEM   OF   COMKNIUS 

vision,  and  the  hand  with  speech.  It  is  not  enough  to 
tell  to  the  ears,  but  the  teacher  must  present  to  the 
eyes,  that  through  them  the  instruction  may  reach  the 
imagination.  Leave  nothing  until  it  has  been  impressed 
by  means  of  the  ear,  the  eye,  the  tongue,  the  hand. 
Write  up  on  the  walls  (or  draw)  the  substance  of  your 
teaching.  Thus  the  pupils  will  also  acquire  the  habit 
of  writing  down  in   their  note-books. 

Ninth  Principi^k. —  Nature  produces  nothing  the 
use  of  which  is  not  nltimately  apparent. —  e.g.  wings 
and  feet  are  found  to  be  formed  for  flying  and  running. 

Wherefore  — 

Let  nothing  be  taught  except  for  manifest  use. 

Tknth  PRiNCiPiyB. — Nature  does  all  things  uniformly 
— e.g.,  one  bird  is  produced  in  the  same  way  as  all 
other  birds. 

Wherefore — 

(i.)  Let  there  be  one  and  the  same  method  for 
instructing  in  all  sciences;  one  and  the  same  in  all 
arts;  one  and  the  same  in  all  tongues. 

(2.)  Let  there  be  for  all  school -exercises  the  same 
order  and  manner  of  procedure. 

(3.)  Use  the  same  editions  of  books  throughout. 

III.  SoIvId:e:,  or  Soi^idly.^ 

Few  give  a  solid  amount  of  instruction  to  scholars. 
This  is  a  general  complaint. 
To  cure  these  evils — 

1  There  is  in  this  chapter  a  good  deal  of  forcing  in  order  to 
make  it  rnn  on  ten  principles  like  the  preceding.  It  is  enough 
to  enumerate  the  principles  without  going  into  all  the  details. 


HIS   METHOD   OI^   EDUCATION  95 

I.  Let  only  things  likely  to  be  of  solid  advantage 
l)e  treated  of. 

II.  All  these  should  be  taught  without  separating 
any  of  them  from  the  curriculum. 

III.  A  solid  basis  should  be  laid  for  each. 

IV.  That  basis  should  be  laid  deep. 

V.  Let  everything  subsequently  aimed  at  rest  on 
these  same  foundations. 

VI.  Wherever  distinctions  are  to  be  made,  let  these 
be  distinctly  and  most  articulately  made. 

VII.  Let  all  studies  which  follow  be  founded  on 
those  that  go  before. 

VIII.  Let  all  things  which  as  a  matter  of  fact  cohere 
be  always  connected  in  teaching. 

IX.  Let  everything  be  arranged  according  to  its 
true  relation  to  the  understanding,  the  memory,  and 
the  speech. 

X.  Let  everything  be  firmly  implanted  by  continual 
exercises. 

First  Principlk. — Nature  begins  nothing  that  will 
be  useless. 

Wherefore  in  schools — 

(i .)  Let  nothing  be  taught  which  is  not  of  the  most 
^olid  utility  for  this  life  and  the  next. 

(2.)  If  some  things  have  to  be  instilled  into  youth 
only  for  the  sake  of  this  life,  let  them  be  of  such  a  kind 
as  will  not  hinder  the  interests  of  the  eternal  life,  and 
as  will  produce  solid  fruit  for  this  life. 

Second  Principle. — Nature  omits  7iothing  likely  to 
be  of  beiiejit  to  the  body  it  is  forming . 


96  KDUCATIONAI,  SYSTKM   OF  COM:e:niUS 

Therefore  it  is  that  in  schools  there  must  be  not 
merely  knowledge,  but  also  morals  and  piety. 

Third  PRiNCiPiyK — Nature  does  nothing  without  a 
foundation  or  root. 

Wherefore — 

(i.)  The  love  of  any  studies  that  are  begun  should 
be  excited  in  the  pupil. 

(2.)The  idea  (/.  e.  outline  or  sketch)  of  the  subject 
to  be  taught — language  or  art — should  first  be  given 
before  go  Jng  into  particulars .  In  this  way  a  foundation 
is  laid  in  the  mind  of  the  pupil. 

Fourth  Principi^e. — Nature  se7ids  iis  roots  deep. 

The  general  idea  of  the  subject  to  be  taught  must 
therefore  be  deeply  impressed. 

Fifth  PrincipIvB. — Nature  produces  everything  from 
a  root;  nothing  froTn  any  other  source. 

Wherefore — 

(i.)  Let  all  things  be  deduced  from  the  unchange- 
able elements  of  things. 

(2.)  Let  nothing  be  learned  by  authority,  but  by 
demonstration,  sensible  or  rational. 

(3.)  Let  nothing  be  taught  by  the  analytic  method 
only,  but- rather  by  the  synthetic. 

Sixth  PrincipIvB. — Nature  the  more  the  uses  for 
which  it- prepares  a7iythi7ig,  the  more  articulately  does  it 
differentiate  it  i7ito parts. 

Wherefore — 

Let  there  be  no  confusion  in  instruction. 


HIS   METHOD  OF  EDUCATION  97 

Seventh  Principi^E. — Nature,  in  each  of  its  works, 
is  in  perpetual  progress ,  never  halts,  and  never  attempts 
new  things,  the  former  things  being  cast  aside,  but  only 
continues  what  has  been  previously  begun,  increases  it, 
and  perfects  it. 

Wherefore  — 

(i.)I^etall  studies  be  so  arranged  that  the  subse- 
quent things  shall  be  founded  in  what  has  preceded, 
and  be  strengthened  by  them. 

(2.)  Let  everything  which  is  presented  to  the  pupil, 
and  rightly  understood,  be  fixed  in  the  memory. 

Eighth  PrincipIvE. — Nature  binds  together  every- 
thing by  continuous  bonds. 

Wherefore — 

(i .)  Let  the  studies  of  the  whole  life  be  so  arranged 
that  they  shall  be  one  encyclopaedia,  in  which  there 
shall  be  nothing  which  does  not  arise  out  of  a  common 
root,  nothing  not  in  its  proper  place. 

(2 .)  Let  everything  that  is  taught  be  so  strengthened 
by  reasons  that  no  room  shall  be  left  for  doubt  or  for- 
getfulness.  And  further,  let  all  things  be  taught 
through  their  causes. 

Ninth  PrincipIvE. — Nature  preserves,  between  root 
and  branches,  a  true  proportion  in  respect  of  quantity 
and  quality. 

Wherefore — 

(i.)  Let  everything  taught  be  at  once  a  subject  of 
reflection  as  to  its  use,  lest  anything  should  be  learned 
to  no  purpose  {i.  e.,  the  root  of  knowledge  must  spread 
out  into  the  branches  of  its  various  applications) . 


98  KDUCATIONAI,  SYSTKM   OF   COMENIUS 

(2.)  Let  everything  that  is  learned  be  communicated 
to  others,  that  nothing  may  be  known  to  no  purpose. 

Tknth  Principi^K. — Nature  develops  and  strengthens 
itself  by  frequent  movement. 

There  must  therefore  in  everything  be  very  frequent 
repetitions  and  exercises.  This  is  pressed  strongly  by 
Comenius  for  various  reasons. 

Hence — 

The  significance  of  the  well-known  distich — 

Multa  rogare: — Rogata  tenere: — Retenta  docere. 
Haec  tria  discipulum  faciunt  superare  magistrum. 

SCHOOI,  MANAGKMKNT  in  RKI.ATION  TO  SURK,  S0I.ID, 

AND  Easy  Instruction. 

Comenius  next  proceeds  to  give  suggestions  for 
school  77tanagement,  This  was  in  his  case  a  demand 
which  the  reader  was  entitled  to  make,  because  the 
contemplated  course  of  instruction  was  encyclopaedic, 
and  it  accordingly  was  difficult  to  see  how  the  work 
could  be  done  in  the  ordinary  school  life.  He  held 
that  by  beginning  in  du^e  time,  by  pursuing  good  meth- 
ods, and  by  basing  all  instruction  in  language  on  the 
Realities  of  Knowledge,  it  was  possible  to  carry  youth 
with  ease  and  certainty  through  a  Pansophic  curri- 
culum. 

The  reasons  why  more  rapid  progress  is  not  made  in 
schools  are,  he  says,  these — (i.)  Because  there  are  no 
fixed  goals  marking  distinctly  how  far  pupils  are  to 
be  carried  in  any  one  year,  month,  and  day.  (2.)  Be- 
cause no  way  is  marked  out  of  infallibly  reaching  these 


SCHOOIv  MANAGEMENT  99 

goals.  (3.)  Because  things  that  are  joined  together 
by  nature  are  not  taken  up  as  connected,  but  sepa- 
rately. E.  g.  Boys  are  employed  in  learning  to  read 
long  before  they  are  taught  to  write.  In  Latin,  again, 
boys  are  required  to  struggle  with  the  accidence  and 
grammar  rules,  and  with  mere  words  without  things. 
He  then  goes  on  to  point  out  defects  as  to  the  inner 
organization  of  schools — the  masters,  the  classes,  and 
the  books — in  all  which  animadversions  he  is  un- 
doubtedly right;  but  as  the  defects  to  which  he  al- 
ludes for  the  most  part  no  longer  exist  in  schools, 
we  may  pass  at  once  to  the  general  rules  which  he  lays 
down. 

He  maintains  that  one  teacher  will  suffice  for  the 
/  instruction  of  any  number  of  boys.  It  seems  to  have, 
been  the  custom  to  teach  boys  either  individually,  01 
two  or  three  together,  in  Comenius's  time.  Comenius 
was  consequently  right  in  maintaining  that  a  consider^ 
able  number  could  be  taught  together  in  a  class.  But 
he  places  no  limit  on  the  number.  Our  modern  ex- 
perience tells  us  there  is  a  limit,  if  the  class  is  to  be 
sufficiently  taught.  Comenius  admits  that  the  teacher 
of  one  hundred  boys  could  not  personally  ascertain 
whether  all  did  and  understood  their  work;  but  by 
arranging  them  in  tens,  and  putting  one  of  the  boys 
(whose  work  he  had  ascertained  to  be  accurate)  over 
.  each  troop  of  ten,  he  might  check  their  exercises  and 
report  to  the  master.  The  troops  of  ten  he  calls  De- 
cur  iae,  and  their  captains  Decurio7ies. 

Then  he  gives  various  practical  directions  for  teach- 
ing a  large  class,  most  of  which  are  admirable.     E.  g, , 


100  KDUCATlONAIv  SYSTKM   OF  COMKNIUS 

The  teacher  must  make  all  attentive  to  himself,  and 
this— 

(i.)  By  always  bringing  before  his  pupils  some- 
thing pleasing  and  profitable. 

(2.)  By  introducing  the  subject  of  instruction  in 
such  a  way  as  to  commend  it  to  them,  or  by  stirring 
their  intelligences  into  activity  by  inciting  questions 
regarding  it. 

(3.)  By  standing  in  a  place  elevated  above  the 
class,  and  requiring  all  eyes  to  be  fixed  on  him. 

(4.)  By  aiding  attention  through  the  representation* 
of  everything  to  the  senses  as  far  as  possible. 

(5.)  By  interrupting  his  instruction  by  frequent  and 
pertinent  questions — e,  g.  Tu  aut  tu,  quid  modo  dixi  ? 
etc.,  etc. 

(6.)  If  the  boy  who  has  been  asked  a  question 
should  fail  to  answer,  by  leaping  to  the  second,  third, 
tenth,  thirtieth,  and  asking  the  answer  without  repeat- 
ing the  question. 

(7.)  By  occasionally  demanding  an  answer  from  any 
one  in  the  whole  class,  and  thus  stirring  up  rivalry. 

(8.)  By  giving  an  opportunity  to  any  to  ask  ques- 
tions when  the  lesson  is  finished. 

In  the  correction  of  the  numerous  written  exercises 
which  Comenius  would  give,  it  would  be  necessary,  oi 
course,  to  call  in  the  aid  of  the  Decuriones. 

Comenius  next  speaks  of  the  necessity  of  all  boys , 
using  the  same  books  and  same  editions,  and  the  im- 
portance of  a  careful  construction  of  school-books. 

He  next  advocates  the  necessity    of  such  careful 


SCHOOIy  MANAGEMENT     "  101 

school-order  as  will  insure  that  the  stole  thing  is  done 
by  all  at  the  same  time.  "*  • '  -'"  '•  : .    '    '  ' 

Then,  that    all    be   taught   according   to  the  same 
method. 

Next,  that  few,  but  select,  words  be  used  for  the 
explanation  of  things. 

He  next  considers  how  two  or  three  things  can  be 
done  together: — 

(i.)  Let  words  always  be  conjoined  with  things. 
Thereby  we  shall  learn  about  realities.  *  Id  agendum 
est, '  says  Seneca,  Ep,  ix. ,  '  ut  non  verbis serviamus  sed 
sensibus. '  (2 .)  lyCt  the  exercises  of  reading  and  writing 
be  always  conjoined.  (3.)  Let  exercises  in  style  be 
not  mere  exercises  in  style,  but  in  matter,  so  that, 
while  they  exercise  the  mind,  they  also  attain  some 
solid  result.  (4.)  Let  what  is  learnt  by  the  pupils  be 
again  taught  by  them.  (5.)  Let  the  serious  things  of 
life  be  imitated  in  a  sportive  way  in  school-exercises, 
— e.g. ,  rivalries  may  be  instituted  in  certain  departments 
of  knowledge  (collecting  of  plants,  etc.),  and  the 
pupils  who  are  most  successful  dubbed  Licentiate  or 
Doctor.  Again,  they  may  be  dubbed,  in  connection 
with  other  studies,  Kings,  Councillors,  Chancellors, 
Secretaries,  and  so  forth.  (6.)  Let  everthing  advance 
step  by  step.  (7.)  To  prevent  all  delay  and  retarda- 
tion of  progress,  drop  out  whatever  is  irrelevant  or 
superfluous  or  too  detailed. 


Third  Section, 

THE  ART  OF  EDUCATION — i,  e.,  THE  APPLICATION  OF 
METHOD   TO   PRACTICE."^ 

We  have  now  given  a  view  of  Comenius's  Theory  of 
Education,  in  respect  of  Aim  and  of  Method.  The 
remaining  half  of  the  treatise,  though  forming  a  con- 
tinuation of  the  parts  which  precede  it,  without  any 
indication  of  a  division,  is  in  point  of  fact  the  appli- 
cation of  the  theory  of  Method  to  the  Praxis,  and 
repetition  is  unavoidable. 

Comenius  recognizes  the  labor  which  his  conception 
of  the  school  and  of  method  demands  of  the  teacher, 
and  desires  to  show  how  that  labor  may  be  abbreviated 
and  the  work  made  possible.  As  education  was  then 
conducted,  the  task  which  Comenius  imposed  on  teach- 
ers would  certainly  have  been  beyond  their  powers. 
Accordingly  he  inquires  first  into  the  obstructions 
which  so  retarded  the  work  of  schools,  that  those  who 
had  spent  a  large  part  of  their  lives  in  them  had  not 
even  paid  their  respects  to  the  Arts  and  Sciences,  much 
less  acquired  a  knowledge  of  them .  These  obstructions 
are  presented  as  follows,  and  they  are  generally  merely 
the  negation  of  the  positive  rules  of  method  already 
enforced: — 

1  The  division  which  I  have  made  is  not  in  Comenius,  but  I 
think  it  gives  a  clearer  view  of  his  system. 

(102) 


THK  ART  OF  EDUCATIO;Sr  v  10^. 

(i .)  There  are  no  fixed  goals  marking  distinctly  liow 
far  pupils  are  to  be  carried  in  any  one^jrv^ar,  tnonth,  or^ 
day. 

(2.)  No  way  of  infallibly  reaching  these  goals  is 
marked  out. 

(3.)  Things  that  have  a  natural  connection  are  not 
taken  up  together,  but  separately — e,g.  reading  without 
writing,  words  without  things. 

(4.)  The  arts  and  sciences  are  treated  of  in  a  frag- 
mentary way,  and  not  encyclopaedically. 

(5.)  Different  schools  have  different  methods  of  pro- 
cedure;— nay,  different  teachers  in  the  same  school 
follow  diverse  methods,  and  even  the  same  teacher 
will  employ  different  methods  in  the  different  subjects 
which  he  teaches. 

(6.)  The  prevalence  of  individual  teaching  and  the 
want  of  classification. 

(7.)  Increase  in  the  number  of  masters  to  meet  the 
above  objection  only  increases  the  confusion. 

(8.)  Boys  are  often  allowed  by  their  masters  to  take 
up  what  books  they  please,  both  in  school  and  out  of 
school,  instead  of  being  kept  in  definite  lines  with  pre- 
scribed books.  Boys  thus  get  into  a  state  of  mental 
confusion,  from  which  only  the  more  vigorous  spirits 
ever  extricate  themselves. 

In  seeking  for  remedies,  Comenius  seeks  an  analogy 
in  nature,  which,  though  destituteof  intrinsic  merit,  is 
yet  so  characteristic  of  his  fanciful  mode  of  procedure 
that  I  may  give  it  here. 

Take  the  Sun  in  the  heavens.     By  the  diffusion  of 


104  GDLXA^IONAIv   SYSTKM   OF  COMKNIUS 

his  rays  he  discharges  a  laborious  and  infinite  function 
sii3^cing  jbr  all.     And  how  does  he  work  ? 

(i.)  He  does  not  occupy  himself  with  objects  one 
by  one — a  tree  or  an  animal, — but  illumines  and  warms 
the  whole  earth. 

(2 .)  By  the  same  rays  he  lights  up  all,  and  discharges 
himself  of  all  his  functions. 

(3.)  At  the  same  time  through  all  regions  he  gives 
rise  to  spring  and  summer,  autumn  and  winter. 

(4.)  He  preserves  the  same  order  of  operation ;  as  he 
is  to-day,  so  to-morrow, — as  he  is  this  year,  so  next. 

(5.)  He  produces  everything  out  of  its  own  germ, 
and  not  from  any  other  quarter. 

(6.)  He  produces  all  things  together  which  ought  to 
be  together. 

(7.)  He  produces  all  things  by  their  own  steps  of 
gradation,  so  that  one  thing  makes  way  for  another. 

(8.)  Finally,  he  does  not  produce  useless  things. 

In  imitation  of  the  Sun  in  its  operation: — 

(i.)  lyCt  there  be  only  one  teacher  for  a  school,  or 
at  least  for  a  class. 

(2.)  In  one  subject,  let  there  be  but  one  author. 

(3.)  lyCt  one  and  the  same  labor  be  expended  on  the 
whole  of  the  pupils  present. 

(4.)  Let  all  disciplines  and  tongues  be  taught  ac- 
cording to  one  and  the  same  method. 

(5.)  Let  all  things  be  taught  from  the  foundation, 
briefly  and  nervously. 

(6.)  Let  all  things  be  joined  together  in  teaching 
which  are  in  themselves  connected. 

(7.)  Let  all  things  advance  by  indissoluble  steps,  so 


THE  ART   OF   EDUCATION  105 

that  everything  taught  to-day  may  give  firmness  and 
stability  to  what  was  taught  yesterday,  and  point  the 
way  to  the  work  of  the  morrow. 

(8.)  Let  everything  that  is  useless  be  eliminated 
from  the  teaching. 

There  is  a  curious  parallelism  here  attempted  between 
the  operations  of  the  sun  and  of  the  schoolmaster,  but 
always  fanciful  and  frequently  strained.  I  have  no 
doubt  that  the  analogies  of  Nature  frequently  suggested 
methods  to  the  mind  of  Comenius,  and  on  the  other 
hand,  that  good  school -methods  suggested  to  him  the 
modes  of  operations  of  Nature  as  they  presented  them- 
selves to  the  non-scientific  apprehension  of  the  time. 

Comenius  now  proceeds  to  apply  the  above  eight 
principles  or  rules  to  school-management,  and  throws 
what  he  has  to  say  into  the  form  of  problems  to  be 
solved. 

First  Probi^KM. — How  can  one  teacher  suffice  for  any 
number  of  pupils  whatsoever? 

A  large  number  of  pupils  is  in  itself  an  advantage 
to  both  teacher  and  taught,  stimulating  the  former  and 
exciting  sympathy  in  work  and  emulation  in  studies. 
To  facilitate  the  teaching  of  a  large  class  by  one 
instructor,  certain  rules,  however,  must  be  attended  to. 
(i.)  The  whole  class  should  be  divided  into  certain 
tribes  or  decurise,  and  over  each  of  these  an  inspector 
or  decurio  should  be  appointed.  (2.)  The  teacher 
should  teach  all  at  once,  and  none  separately,  either 
in  the  school  or  privately — all  together  and  at  once 
{simul  et  semel) .  For  this  it  is  necessary  that  he  possess 
the  art  of  fixing  the  attention  of  all  on  himself,  and  of 


106  KDUCATIONAI,  SYSTEM   OF   GOMENIUS 

never  saying  anything  except  to  listeners,  and  never 
teaching  anything  save  when  all  are  attending.  The 
decuriones  will  be  a  great  aid  in  securing  the  attention 
of  their  various  divisions,  but  the  master  himself 
should — 

Endeavor  always  to  present  some  teaching  which 
will  please  and  profit  the  pupils. 

At  the  beginning  of  every  fresh  task,  he  should  pre- 
pare the  minds  of  his  pupils,  by  commending  to  them 
the  new  matter,  either  by  showing  its  coherence  with 
what  has  already  been  put  before,  or  by  starting  such 
questions  regarding  it  as  will  show  their  ignorance,  and 
make  them  more  eager  to  know. 

He  should  take  up  such  a  position,  somewhat  raised, 
as  will  enable  him  to  control  the  eyes  and  fix  the  atten- 
tion of  all  on  himself. 

He  should  always  assist  attention  by  representing 
what  he  teaches  to  the  eyes  of  the  class. 

He  should  every  now  and  then  interrupt  his  teaching 
by  sudden  questk)ns  as  to  what  he  has  just  said,  or  as 
to  the  steps  by  whifch  he  has  reached  what  he  is  telling 
them. 

If  he  fails  to  get  an  answer  from  the  boy  of  whom 
he  has  asked  a  question,  he  should  leap  to  the  second, 
third,  tenth,  thirtieth,  for  an  answef ,  without  repeating 
the  question. 

Sometimes,  if  one  or  two  fail,  he  should  ask  the 
whole  class,  praising  the  boy  who  first  answers. 

When  the  lesson  is  finished  an  opportunity  should  be 
given   to   the  pupils  to  ask  public  questions   of  the 


YH:^  Ar^  01^  EtDUCATlON  107 

tnaster,  either  regarding  the  lesson  then  given,  or  any 
previous  one. 

By  following  these  expedients  in  teaching,  the  habit 
of  attention  is  formed  in  the  pupils,  not  only  for  the 
passing  occasion,  but  for  their  whole  lives. 

The  objection  may  be  made  that  this  class -teaching 
is  not  sufi&cient ;  that  there  must  be  examination  of 
the  individual  exercises  written,  and  of  the  lessons 
committed  to  memory ;  and  that  for  this  many  pupils 
demand  much  time.  To  this  Comenius  replies  that  it 
is  not  necessary  that  all  be  always  heard,  nor  that 
all  the  exercise-books  be  always  examined.  The  de- 
curiones  will  examine  each  the  work  of  his  own  division. 
The  master  himself,  as  supreme  inspector,  will  pick 
out  an  exercise  to  examine  here  and  there,  especially  di- 
recting himself  to  those  whom  he  distrusts.  As  to 
memory-tasks,  one,  or  two,  or  three  should  be  called 
upon,  all  the  rest  listening,  to  repeat  what  has  been 
prescribed.  Each  need  say  a  portion  only.  In  this 
way ,  by  the  examination  of  a  few  in  no  set  order,  the 
master  will  cause  all  to  prepare  their  work.  So  in  dic- 
tation, call  on  one  or  two  to  read  out  what  they  have 
written  in  a  distinct  voice,  while  the  rest  look  on  their 
own  books  and  correct  their  own  exercises,  the  master 
pouncing  down  on  one  here  and  there  to  see  that  the 
corrections  are  being  honestly  made. 

In  the  correction  of  written  exercises  more  labor 
seems  to  be  demanded;  but  here  too,  following  the 
same  line,  a  plan  is  found  of  abbreviating  work.  In 
translation  exercises,  for  example,  one  boy  should  rise 
up  and  challenge  an  antagonist.     When  he  has  risen, 


108  EDUCATlONAt  SYS^^M   Oi^  COM^NIUS 

the  challenger  should  read  his  translation,  clause  by 
clause,  all  the  rest  attentively  listening,  the  teacher,  or 
if  not,  a  decurion,  standing  by  to  inspect  the  spelling. 
When  he  has  read  a  sentence,  let  him  pause,  and  let 
the  antagonist  then  point  out  any  error  he  may  have 
noted.  Then  let  the  other  members  of  that  decuria 
make  their  criticisms,  and  thereafter  the  whole  class, 
and  finally  the  teacher  himsell.  Meanwhile  let  all  the 
pupils  look  at  their  translations  and  make  corrections, 
with  the  exception  of  the  antagonist,  who  preserves 
his  own  exercise  unaltered,  to  be  in  its  turn  subjected 
to  criticism.  That  sentence  being  thoroughly  cor- 
rected, go  to  the  next,  and  so  to  the  end.  Then  let 
the  antagonist  read  off  his  own  exercise  in  like  man- 
ner, under  the  inspection  of  his  challenger,  who  will 
see  that  he  has  made  no  corrections.  Then  call  out 
another  couple,  and  so  on  according  to  the  time  avail- 
able, the  decuriones  taking  care  that  those  in  their  own 
decurise  correct  their  exercises.  In  this  way  it  will 
happen  that  the  labor  of  the  master  will  be  saved ;  that 
all  will  be  instructed,  and  none  neglected ;  the  attention 
of  all  will  be  sharpened ;  all  will  share  in  whatever  is 
said  to  one ;  the  variety  of  phrases  inapplicable  will 
form  and  strengthen  the  judgment  as  to  the  matter  of 
the  exercise,  and  promote  facility  in  the  language.  A 
few  pairs  having  had  their  errors  corrected,  it  will  be 
seen  that  there  are  now  no  more  errors  remaining. 
The  rest  of  the  time  may  be  given  to  the  class  as  a 
whole,  for  the  answering  of  questions  put  by  the  pupils, 
and  for  allowing  any  one  to  bring  forward  any  turn 


THE   ART  OF   EDUCATION  109 

of  expression  which  he  may  think  better  than  that 
adopted.      ' 

The  above  remarks  are  made  with  special  refer<?nce 
to  the  version,  but  they  are  equally  applicable  to  exer- 
cises in  Rhetoric,  Logic,  etc. 

Thus  Comenius  solves  the  problem  how  one  teacher 
can  suffice  for  one  hundred  pupils. 

Second  Probi^em. — The  second  rule  of  procedure 
yields  this  question,  How  can  all  be  taught  from  the  same 
books?  By  requiring  the  pupils  to  have  the  same 
editions,  the  same  lexicons,  grammar,  etc.  It  is  desir- 
able to  publish  school-books  which  will  contain,  simply 
and  popularly  put,  all  that  is  necessary  to  teach  in 
school.  Comenius  advocates  the  dialogue  form  for 
school-books,  because  it  excites  the  interest  and  re- 
tains the  attention  better  than  the  didactic  form,  sup- 
porting his  preference  by  the  fact  that  our  lives  are 
spent  in  conversation,  and  dialogues  are  easily  re- 
peated. He  would  further  paint  on  the  school-room 
walls  the  skeleton  or  outline  of  the  contents  of  the 
books  in  use. 

Third  Problem. — The  third  rule  of  procedure 
yields  this  question :  How  is  it  possible  that  all  the 
scholars  may  be  made  to  do  the  same  thing  at  the  same 
time?  By  beginning  school -work  only  once  a  year, 
and  arranging  it  in  such  a  way  that  every  month,  week, 
day,  and  even  hour,  shall  have  its  own  proper  task. 

Fourth  Problem. — The  fourth  rule  yields  the  fol- 
lowing question  :  How  can  all  things  be  taught  according 
to  one  and  the  same  method?    There  is  only  one  natural 


110  I^DUCATIONAI.  SYSTEM   OF  COMBNIUS 

method  for  all  studies — sciences,  arts,  and  languages, 
— and  this  will  be  shown  in  the  sequel,  and  has  already- 
been  laid  down  in  its  principles. 

Fifth  Problkm. — The  fifth  rule  yields  the  question  : 
How  can  the  understanding  of  many  things  be  set  forth 
in  few  words?  Fundamental  things  are  to  be  taught, 
and  this  not  by  means  of  large  books  or  much  talk, 
but  by  means  of  well  selected  words  and  principles, 
and  rules  easy  to  be  understood,  and  fruitful  in  their 
character.  A  gold  coin  is  of  more  value  than  a  hun- 
dred leaden  ones.  As  Seneca  says,  *  Precepts  are  to 
be  sown  in  the  mind  as  seed  is  sown  in  the  soil, 
and  it  is  not  necessary  that  they  be  numerous,  but 
efficacious.' 

Sixth  ProbIvEM. — The  sixth  rule  yields  the  question: 
How  can  instruction  be  given  so  as  to  do  two  or  three 
things  at  the  same  time  9  A  tree  grows  in  every  part  at 
once  ;  so  with  an  animal.  In  school  we  must  imitate 
Nature,  guided  by  the  following  general  canon: — 
'Always  and  everywhere  let  the  related  be  taught  in 
conjunction  with  its  correlate' — e,g. , words  with  things, 
reading  with  writing,  etc. 

Above  all,  never  teach  words  without  things,  even 
in  the  vernacular,  and  whatever  the  pupils  see,  hear, 
taste,  or  touch,  let  them  name.  The  tongue  and  the 
intelligence  should  advance  on  parallel  lines.  And 
from  this  it  follows  that  a  boy  should  never  read  or  re- 
cite anything  which  he  does  not  understand ;  and  it 
further  follows  that  all  authors  are  to  be  banished  from 


THB  ART   OF  EDUCATION  111 

school  except  those  who  give  a  knowledge  of  useful 
things. 

So  with  reading  and  writing :  let  boys  be  taught  not 
merely  to  read,  but  to  express  themselves  in  writing  at 
the  same  time — an  exercise  which  is  pleasing  to  them, 
and  very  valuable.  But  the  exercises  should  not  be 
exercises  of  style  merely,  but  should  have  reference  to 
the  department  of  knowledge  they  are  studying — e.  g. , 
histories  of  the  inventors  of  arts,  and  the  places  and 
times  in  which  arts  flourished,  or  it  may  be,  exercises 
of  imitation. 

Comenius  holds  also  that  boys  should  teacn  as  well 
as  learn,  and  that  sportive  imitations  of  the  serious 
work  of  life  might  advantageously  be  introduced  into 
the  school  side  by  side  with  serious  employments — e.  g. , 
the  boys  should  be  encouraged  to  form  themselves  into 
a  semblance  of  political  and  social  order,  with  the 
titles  of  King,  Councillors,  Chancellor,  Marshal,  Sec- 
retaries, Ambassadors,  and  so  forth. 

Seventh  Probi^em. — The  seventh  rule  yields  the 
question  :  How  can  all  things  be  prosecuted  step  by  step  ? 
Comenius  here  refers  the  reader  to  those  parts  of  the 
methodology  which  deal  specially  with  gradual  step-by- 
step  progress. 

Eighth  Problem. — The  eighth  rule  yields  the  ques- 
tion :  How  shall  we  avoid  and  remove  causes  of  retarda- 
tion in  our  progress  f 

The  answer  to  this  is,  *  By  a  wise  neglect.'  It  is 
not  the  quantity  of  things  knowir,  but  the  real  utility 
of  them,  that  is  of  importance.     Therefore,  the  school 


112  EJDUCATIONAI,  SYSTEM   OF  COMEJNIUS 

should  neglect  whatever  is  unnecessary,  whatever  is 
alien  to  the  pupil  or  subject  of  study,  and  whatever 
is  too  detailed.  Unnecessary  knowledge  is  all  that 
knowledge  which  is  unnecessary  to  virtue  and  religion, 
and  all  without^which  learning  is  attainable — e.  g.,  the 
names  of  heathen  idols  and  accounts  of  pagan  rites, 
and  all  comic  and  other  writings  which  are  immoral  in 
their  character.  Alien  things  are  such  as  are  foreign 
to  the  natural  tendency  of  the  scholar.  One  boy  has  a 
turn  for  theoretic  and  another  for  practical  study,  one 
for  music,  another  for  grammar  and  logic,  and  so  on. 
It  is  a  waste  of  time  to  employ  a  boy  in  music  who  is 
naturally  incapacitated  for  that  subject,  while  he  has 
strong  aptitude  for  another. 

Too  much  detail  is  also  condemned.  It  is  absurd, 
for  example,  to  occupy  classes  which  are  studying 
natural  history  or  botany  with  all  the  differences  of 
plants  and  animals;  or  when  aits  are  the  subjects  of 
study,  with  the  names  of  all  the  tools.  The  school  has 
to  do  with  the  generic,  at  most  with  the  leading  differ- 
ences; if  these  are  fully  and  solidly  given,  the  rest 
will  be  acquired  through  the  occasions  of  life.  Among 
things  too  detailed  are  such  school-books  osfull  lexi- 
cons, which  only  serve  to  confuse  and  overload  a  boy. 

Comenius  having  dealt  thus  generally  with  the  Art 
of  School-teaching,  next  proceeds  to  apply  Method  in 
detail  to  the  teaching  of  the  three  branches  of  all  sound 
education,  viz.,  Knowledge,  i.  e.,  Sciences  and  Arts, 
including  Language  {Erudition),  Morality  (  Virtus),  and 
Piety  {Religid). 


HOW  TO   IMPART   KNOWLEDGE  113 

I.  Method  as  applied  to  Knowledge. 
{a.)  The  Sciences. 
Science  is  the  knowledge  of  things — the  things  of 
external  sight  and  of  internal  sight.     As  for  the  former 
are  needed  the  eye,  the  object,  and  light,  which  are  the 
conditions  of  vision,  so  for  the  latter  are  needed  the 
eye  of  the  mind,  an  object,  viz. ,  all  things,  and  the  lights 
of  attention.     It  is  essential   to  a  knowledge  of  the 
sciences,  viz.: — 

1 .  That  the  eye  of  the  mind  be  pure. 

This  is  a  gift  of  God,  speaking  generally ;  but  we 
have  in  our  own  power  not  to  suffer  the  looking-glass 
of  our  mind  to  be  dulled  with  dust,  and  its  brightness 
obscured.  The  dust  referred  to  is  idle,  useless,  and 
vain  mental  occupations.  Unless  Reason  also  preside 
over  observation,  we  shall  pick  up  dust  and  chaff  in- 
stead of  grain. 

2 .  //  is  necessary  that  objects  be  presented  to  the  eye  oj 
the  mind. 

Everything  should  be  presented  to  as  many  senses 
as  possible,  namely,  visible  things  to  sight,  audible 
things  to  hearing,  odorous  things  to  the  smelling  sense, 
sapid  things  to  the  taste,  tangible  to  the  touch,  and 
when  things  have  reference  to  more  senses  than  one, 
they  should  be  presented  to  all  those  senses.  For  the 
beginning  of  knowledge  is  from  pure  sense,  not  from 
words  ;»and  truth  and  certitude  are  testified  to  by  the 
evidence  of  the  senses.  The  senses  are  the  most  faith- 
ful stewards  of  the  memory.  Horace  truly  says  {Dc 
Art,  Poet,  I.  1 80):— 


114  BDUCATIONAL   SYSTEM   OF   COMBNIUS 

Segnius  irritant  animos  demissa  per  aurem, 
Quam  quae  sunt  oculis  subjecta  fidelibus,  et  quae 
Ipse  sibi  tradit  spectator.' 

Failing  the  objects  themselves,  diagrams  and  pictures 
should  be  resorted  to. 

3.  There  must  also  be  the  light  of  attention. 
Without  this  objects  would  be  in  vain  presented  ;  by 

means  of  it  the  learner  receives  all  things  with  an 
intelligence  alive,  and  as  it  were  gaping,  to  receive  in- 
struction. 

4.  There  must  be  a  m^ethod  of  so  presenting  things  thai 
afirni  impression  shall  be  made. 

Objects  must  be  placed  before  the  eyes,  not  far  off, 
but  at  a  fit  distance,  directly  in  front,  and  not  obliquely, 
in  such  a  way  that  the  whole  object  will  be  seen  all 
round,  then  part  by  part,  and  from  the  beginning  to 
the  end,  in  order.  Each  individual  character  should 
be  fixed  upon  till  everything  has  been  seized  correctly 
by  its  differences. 

These  considerations  as  to  the  teaching  of  the 
sciences  yield  nine  very  useful  rules  : — 

1 .  Whatever  is  to  be  known  m.ust  be  taught.  Perfunc- 
tory or  negligent  treatment  of  subjects  will  not  suffice. 

2.  Whatever  is  taught  should  be  taught  as  a  thing 
present  to  the  pupil  and  of  a  certain  and  definite  use. 

The  things  around  us  and  their  relations  to  life  are 
to  be  taught. 

3.  Whatever  is  taught  should  be  taught  direcHy,  and 
not  in  a  roundabout  way — /.  ^.,  the  thing  itself,  and  not 
elaborate  and  confused  language  about  a  thing. 


HOW   TO   IMPART    KNOWIvEDGE  115 

4.  Everything  should  be  so  taught  as  to  show  how  it 
is  and  becomes — i.  e.,  per  causas. 

To  know  a  thing  in  its  causes  is  true  science. 

5.  Priora  should  come  first,  and  posteriora  next;  and, 
therefore,  whatever  is  presented  as  an  object  of  knowledge 
should  be  presented  ^rst  generally,  and  thereafter  in  its 
parts, 

6.  All  the  parts  of  a  thing  should  be  known,  even  the 
more  minute,  none  being  omitted:  also;  its  order,  situa- 
tion, and  connection  with  other  things. 

7.  All  things  should  be  taught  successively,  but  only 
one  at  a  time. 

8.  Each  point  should  be  insisted  on  until  it  is  compre- 
hended. 

9.  The  difference  of  things  should  be  carefully  taught, 
so  that  there  may  be  a  distinct  knowledge.  Qui  bene 
distinguit,  bene  docet.  The  variety  and  the  truth  of 
things  depends  on  their  differences. 

It  is  true  that  not  all  preceptors  are  equally  expert 
in  applying  method,  and  to  assist  them,  therefore,  the 
sciences  to  be  taught  should  be  expounded  in  text- 
books, according  to  the  true  method  of  teaching. 

(b.)  The  Arts  {exclusive  of  Foreign  Languages) . 

By  the  Arts  Comenius means  Reading  the  vernacular, 
Writing,  Singing,  Composition  and  Rhetoric,  Logic  or 
Reasoning.  His  remarks  are,  however,  applicable  to 
teaching  in  Technical  Schools  in  the  strict  and  proper 
sense  of  the  term  technical.  [By  '  Technical '  instruc- 
tion is,  in  these  days,  very  generally  meant  instruction 
merely  in  the  elements  of  physical  science  generally ; 


116  KDUCATIONAIy  SYSTKM  OF  COMKNIUS 

at  other  times,  in  the  elements  of  science  in  specific 
reference  to  certain  arts  or  trades;  at  other  times, 
but  this  rarely,  training  to  specific  arts  in  workshop - 
schools.] 

How  are  youths  to  be  trained  to  the  praxis  of  things  ? 

The  answer  to  this  is  given  in  eleven  canons: — 

1 .  Lei  things  that  have  to  be  done  be  learned  by  doing 
them. 

Mechanics  and  artists  do  not  teach  their  apprentices 
by  disquisitions,  but  by  giving  them  something  to  do. 
They  are  taught  to  make  anything  by  making  it,  to 
paint  by  painting,  to  dance  by  dancing,  etc.  So  we 
should  teach  to  write  by  writing,  to  read  by  reading, 
to  sing  by  singing,  to  reason  by  reasoning,  etc. 

2 .  Let  there  always  be  present  to  the  pupil  a  definite 
form  and  norm  of  things  to  be  done. 

The  pupil  can,  as  yet,  do  nothing  of  himself,  and 
must  have  something  to  imitate.  To  ask  a  boy  to 
make  straight  lines,  squares,  circles,  drawings,  etc., 
without  setting  examples  before  him,  and  without 
giving  him  the  requisite  tools,  is  cruelty. 

3 .  Let  the  use  of  instruments  be  pointed  out  in  reality 
rather  than  in  words;  that  is  to  say,  by  example  rather 
than  by  precept. 

Our  grammars  consist  of  precepts  and  rules,  and 
exceptions  to  rules,  and  limitations  of  exceptions,  so 
that  boys  are  overwhelmed  and  stupefied.  Mechanics 
do  not  proceed  in  this  way  with  their  apprentices ;  but 
let  them  look  at  the  products  of  the  workshop,  and  put 
tools  in  their  hands,  and  train  them  to  imitate  their 
tn^ters,  admonishing  them  more  by  example  than  by 


HOW  TO   IMPART   KNOWI^EDGE;  117 

Words  if  they  see  them  go  wrong.  So  it  is  also  that 
children  learn  to  walk,  speak,  run,  and  play,  viz.,  by 
imitation.  Precepts  require  application  and  vigor  of 
mind,  whereas  the  feeblest  are  assisted  by  examples. 
As  Quintilian  says,  '  Longum  et  difficile  iter  est  per 
praecepta,  breve  et  efficax  per  exempia.' 

4.  Let  practice  begin  from  the  elements,  and  not  from 
com^pleted  works. 

A  carpenter  does  not  start  his  pupil  with  the  build- 
ing of  turrets  or  citadels,  but  requires  him  to  hold  an 
axe,  cut  wood,  bore  holes,  drive  nails,  etc.  So  acts  a 
painter  with  his  pupil.  Nor  do  we  teach  to  read  by 
placing  a  book  before  a  child,  but  by  giving  him  first 
the  letters,  then  syllables,  then  words.  In  grammar, 
accordingly,  we  should  give  the  tyro  first  single  words, 
then  two  together  to  be  declined,  then  simple  sentences, 
then  sentences  with  two  and  three  clauses,  till  we  bring 
him  to  the  full  period  and  the  complete  oration.  In 
rhetoric,  we  should  exercise  in  synonyms,  in  attaching 
appropriate  epithets,  in  varying  sentences  by  peri- 
phrasis, and  so  gradually  bring  the  pupil  to  the  more 
ornamental  parts  of  style. 

5.  Let  the  first  exercises  of  tyros  be  in  a  known  subject. 
This  has  been,  in  a  former  part  of  this  treatise,  laid 

down.  Pupils  should  not  be  burdened  with  things 
remote  from  their  age,  powers  of  comprehension,  and 
present  condition  :  this  is  to  cause  them  to  struggle 
with  shadows.  That  the  boy  may  understand  things, 
take  examples,  not  from  Cicero,  or  Virgil,  or  theo- 
logians, etc.,  but  from  things  familiar, — his  book, 
clothes,  trees,  house,  school,  etc.     We  in   this  way 


118  KDUCATlONAt  SYSTKM   O^  COMKNIUS 

connect  what  has  to  be  learned  with  what  is  already 
known,  and  make  remembrance  and  the  further  exten- 
sion of  knowledge  in  the  same  direction  easy.  In 
rules,  the  application  of  a  rule  being  shown  from  a  first, 
second,  or  third  known  example,  the  boy  will  find  it 
easy  to  imitate  it  in  all  others. 

6.  Let  imitation  be  always  for  a  time  the  direct  and 
close  imitation  of  a  prescribed  rule;  at  a  later  stage  the 
imitation  may  be  freer, 

7.  Let  the  things  which  are  given  as  patterns  be  as  per- 
fect as  possible y  so  that  we  may  be  able  to  pronounce  him 
perfect  in  his  art  who  adequately  imitates  them. 

This  applies,  not  merely  to  the  perfection  of  lines, 
drawings,  etc.,  to  be  imitated,  but  also  to  instruction 
in  rules,  which  should  be  very  brief,  very  lucid  and 
intelligible. 

8.  Let  the  strictest  accuracy  in  imitation  be  insisted  on 
in  the  first  attempt,  so  that  there  may  not  be  the  slightest 
departure  from  the  norm. 

This  is  necessary,  because  the  beginnings  are  the 
foundations  of  all  that  follows,  and  any  looseness  in 
the  foundations  will  tell  throughout.  There  should  be 
no  haste ;  he  gets  on  fast  enough  who  does  not  wander 
from  the  road. 

9.  Let  any  deviation  from,  accuracy  be  corrected  by  the 
master  there  and  then;  but  let  him  add  observations  by 
way  of  rules  or  directions. 

Arts  are  to  be  taught  by  examples  rather  than  by 
rules  ;  but  very  brief  and  lucid  rules,  exhibiting  what 
is  implicit  in  the  examples,  should  be  given — e.  g. 


HOW  TO   IMPARI"   KNOWI^KDOK  119 

from  what  point  to  start  the  task,  at  what  point  to  aim, 
in  what  way  to  advance. 

10.  A  perfect  discipline  in  an  art  consists  in  synthesis 
and  analysis. 

That  is  to  say,  a  pupil  must  first,  beginning  with  the 
most  simple  forms,  be  taught  to  construct  in  accord- 
ance with  a  perfect  pattern.  This  synthetic  exercise, 
with  the  help  of  such  rules  as  have  been  formerly  ad- 
verted to  as  requisite,  having  been  sufiSciently  practised, 
the  pupils  should  be  introduced  to  the  analysis  of  the 
work  of  others,  that  they  may  seethe  art  in  full  opera- 
tion, and  discuss  the  principles  which  underlie  success- 
ful work. 

1 1 .  Exercises  should  be  contintced  till  the  habit  of  the 
art  has  been  formed, 

(c,)  Languages. 

Languages  are  taught,  not  as  themselves  a  part  of 
learning  or  wisdom,  but  as  the  instrument  of  acquiring 
learning  and  wisdom,  and  communicating  them  to 
others .  All  tongues  are  not  to  be  learned .  This  would 
be  as  impossible  as  it  would  be  useless,  and  interfere 
with  the  time  due  to  acquiring  a  knowledge  of  things. 
Necessary  languages,  accordingly,  are  alone  to  be 
learned,— 3/^r5/,  the  vernacular  ;  secondly y  the  languages 
of  neighboring  nations;  thirdly,  Latin,  as  the  common 
tongue  of  the  learned.  Theologians  will  study  Greek 
and  Hebrew,  and  physicians  Greek  and  Arabic. 

Nor  should  the  whole  of  any  language  be  learned, 
but  only  what  is  necessary.  It  is  not  necessary  to  learn 
to  speak  Greek  and  Hebrew  as  if  we  had  to  converse 


120  KDUCATIONAI.   SYSTKM   OF^   COMKNIUS 

in  them,  but  only  to  learn  them  so  far  as  is  needful  for 
the  understanding  of  what  is  written  in  these  tongues. 
The  study  of  languages  should  run  parallel  with  the 
study  of  things,  especially  in  youth,  for  we  desire  to 
form  men,  not  parrots. 

From  which  it  follows  that  words  that  denote  things 
are  not  to  be  learned  separately  and  individually, 
because  things  do  not  exist  separately,  but  are  seen 
as  being  here  or  there,  as  doing  this  or  that,  as  con- 
joined with  other  things.  This  is  the  key  to  \hQ.Ja7iua 
Linguarum}  In  this  book,  only  necessary  words  are 
employed,  contrary  to  the  practice  of  some  amplifiers 
of  the  book,  who  stuff  it  with  unusual  words,  and  words, 
too,  away  from  the  ordinary  apprehension  of  the 
young.  And  those  make  a  similar  mistake  who  occupy 
the  minds  of  the  young  with  great  authors  such  as 
Cicero,  instead  of  with  language  that  treats  of  boyish 
things,  reserving  adult  things  for  the  adult.  Knowl- 
edge of  language  advances,  like  the  intellect,  step  by 
step ;  Nature  does  not  proceed  per  saltum,  nor  does 
art  when  it  imitates  Nature.  A  boy  must  be  taught 
to  walk  before  he  can  be  taught  to  dance.  He  must 
prattle  before  he  speaks,  and  he  must  speak  before 
he  can  make  an  oration.  The  following  eight  rules 
will  make  the  acquisition  of  languages  short  and 
easy : — 

I .  Let  every  language  be  learned  separately. 

First,  the  vernacular  is  to  be  learned,  and  then  a 
neighboring  modern  tongue,  then  Latin,  and  there- 
fifter  Greek,  Hebrew,  etc.:  and,  to  prevent  confusion, 
1  See  the  chapter  under  this  heading  in  the  sequel. 


HOW  'TO   IMPART   KNOWI.KDGB  121 

let  them  be  learned  always  one  after  the  other,  and  not 
together.  When  a  firm  hold  has  been  got  of  each,  they 
may,  with  great  benefit,  be  compared. 

2 .  Let  every  lajiguage  have  a  definite  space  of  time 
assigned  to  it. 

As  we  must  have  respect  to  things,  and  as  the  ver- 
nacular is  more  closely  and  naturally  allied  with  things 
which  present  themselves  gradually  to  the  intellect,  it 
demands  more  time  than  any  other  tongue, — probably 
eight  or  ten  years ;  that  is  to  say,  the  whole  of  infancy, 
and  part  of  boyhood.  Then  should  follow  a  modern 
tongue,  which  can  be  sufficiently  acquired  in  one  year ; 
then  L,atin,  which  may  be  despatched  in  two  years ; 
Greek  in  one,  and  Hebrew  in  half  a  year. 

3.  Let  every  language  be  learned  by  practice  rather 
than  by  precept. 

That  is  to  say,  by  reading,  re-reading,  transcribing, 
attempting  imitations  by  hand  and  tongue — all  as 
often  as  possible. 

4.  Let  precepts,  however,  aid  and  strengthen  practice. 
This  has  been  adverted  to  in  the  last  chapter,  and  is 

Specially  necessary  in  the  acquisition  of  the  learned 
tongues,  though  applicable  also  to  spoken  languages. 

5 .  Let  the  precepts  of  language  be  grammatical,  not 
philosophical. 

That  is  to  say,  let  them  state  the  what  and  the  how 
ef  a  usage,  and  not  enter  with  subtlety  into  the  why  of 
phrases  and  forms  of  syntax .  This  kind  of  speculation 
is  philosophical,  not  philological. 

6.  Let  the  precepts  of  a  new  language  be  first  known 
as  differences  from  languages  already  known. 


122  V  EDUCATIONAI.  SYSTEM   OF   COMKNIUS 

It  is  not  only  useless  to  teach  what  is  common  to  a 
new  language  with  one  already  acquired,  but  it  is  con- 
fusing and  overwhelming.  In  Greek  grammar  there  is 
a  very  great  deal  which  is  common  to  it  with  Latin, 
and  only  those  things  are  to  be  taught  in  which  Greek 
differs  from  Latin,  the  rest  being  assumed.  A  very 
few  leaves  will  suflSice  to  hold  all  that  is  new  in  Greek 
syntax,  and  everything  will  be  thus  more  distinct  to 
the  pupil,  easier,  and  more  firmly  got  hold  of. 

7.  Let  the  first  exercises  in  a  new  tongue  be  about  sub- 
jects already  known  to  the  pupil. 

Not  with  a  view  to  things,  but  with  a  view  to  the 
more  rapid  command  of  words.  The  Catechism  or 
Bible  History,  for  example,  where  the  matter  is  known 
and  the  same  words  frequently  recur,  would  be  good 
books  for  the  purpose;  or  the  Vestibulum  and  Janua, 

8.  Let  all  tongues  be  learned  by  one  and  the  same 
method. 

Comenius  next  sets  forth  the  different  steps  in 
learning  a  language,  and  divides  the  time  into  four 
ages : — 

The  prattling  age  of  Infancy,  with  its  corresponding 
book — the  Vestibulum. 

The  Boy  age — the  age  of  speaking  correctly,  with 
its  corresponding  book — Xh^fanua. 

The  fuvenile  age — when  elegant  speech  may  be  ac- 
quired, with  its  corresponding  book — the  Atrium 
[here  called  the  Palatium'] . 

The  Virile  age — the  age  of  nervous  speech,  with 
its   corresponding  book,    being  extracts   from    good 


HOW  TO   IMPART   KNOWI^KDOE  123 

authors — the  Thesaurus  [afterwards  called  the  Pa- 
latiuni] . 

The  Vestibulum  should  consist  of  little  sentences,  in 
which  several  hundreds  of  the  more  common  words 
should  be  conveyed,  with  an  appendix  of  the  declen- 
sions and  conjugations.  Th^Janua  should  contain  all 
the  usual  words  in  a  language ;  about  8000  should  be 
[given  in  short  sentences  naturally  expressed,  with  an 
lappendix  of  short  and  clear  grammar  rules.  The 
Salatium  should  contain  treatises  on  all  sorts  of  things, 
in  every  kind  of  phraseology,  with  attention  to  elegance 
of  diction,  accompanied  with  marginal  notes  on  authors 
from  whom  passages  have  been  taken,  and  rules  for 
varying  words  and  phrases  in  a  thousand  ways.  The 
Thesaurus  will  be  composed  of  the  classical  authors 
themselves,  with  rules  for  observing  and  collecting 
nervous  phraseology  and  varying  idioms.  A  list  of 
authors  not  read,  but  who  may  be  afterwards  useful, 
should  be  added. 

Comenius  would  not  put  a  dictionary  of  a  language 
into  the  hands  of  a  beginner,  but  would  have  certain 
subsidiary  books  constructed  for  each  stage  in  Latin — 
a  Latin-vernacular  and  vernacular-Latin  vocabulary 
for  those  using  the  Vestibulum;  an  etymological  lexicon 
for  those  using  the  Janua;  a  lexicon  of  phrases, 
synonyms,  etc.  (Latino-Latin,  Graeco-Greek),  for  those 
using  the  Palatium;  and  finally,  a  Promptuarium  Ca- 
tholicon  (vernacular  and  Latin)  for  those  using  the 
Thesaurus^  and  in  which  everything  may  be  found  which 
will  exhibit  the  resources  of  the  language. 


124  EJDUCATIONAI,  SYSTEM  OF  COMKNIUS 

II.  Method  appi^ikd  to  Morality. 
As  yet  Method  has  been  thought  of  in  relation  only 
to  knowledge — to  science,  arts,  including  language — 
to  which  we  may  apply  the  remark  of  Seneca,  'Non 
discere  ista  debemus  sed  didicisse.'  They  are  in  truth 
only  preparatory  to  the  true  end,  the  pursuit  of  phil- 
osophy, whereby  we  may  become  elevated,  strong, 
high-minded .  We ,  as  Christians ,  designate  this  end  of 
education,  morality  and  piety,  or  virtue  and  religion, 
instruction  in  which  has  to  be  introduced  into  all 
schools.  Sixteen  rules  for  the  instilling  of  morality 
may  be  given: — 

1.  All  the  virtues^  without  exception^  are  to  be  im- 
planted in  youth . 

This  is  essential  to  a  harmony  of  the  moral  nature — 
harmonia  morum, 

2.  But,  first  of  ally  the  primary  or  cardinal  virtues 
have  io  be  implanted y  viz.^  Prudence ,  Temperance,  For- 
titude, and  Justice.   • 

Firm  foundations  must  be  laid  for  a  building,  that 
all  the  various  parts  may  cohere  well  with  the  basis. 

3.  By  learning  the  true  differences  of  things,  and  their 
values,  pupils  will  be  instructed  in  Prudence. 

Sound  j  udgment  is  the  foundation  of  all  virtue .  We 
must  know  the  precise  nature  of  each  thing  if  we  are 
to  discern  the  good  from  the  bad,  the  desirable  from 
the  undesirable. 

4.  During  the  whole  period  of  instruction  let  the  young 
be  /^z^^^^  Temperance  in  eating  and  drinking,  sleep  and 
waking,  labor  and  play ,  speaking  and  keeping  silence. 

The  golden  rule  is  Ne  quid  nimis. 


HOW  TO  INSTIL  MORAI.ITY  125 

5.  Let  boys  learn  Fortitude  by  overcoming  them- 
selves ;  to  wit,  by  checking  their  desire  to  run  about  and 
play  beyond  the  proper  time,  or  at  the  wro7ig  time;  by 
restraifiing  their  impatience,  their  grumbling ,  their  anger , 

Man  is  a  rational  animal,  and  must  be  guided  by 
reason  if  he  is  to  be  truly  king  over  his  own  actions. 
But  inasmuch  as  not  all  the  boys  are  fully  capable  of 
reasoning,  they  will  be  taught  self-command  by  being 
accustomed  to  do  the  will  of  another  rather  than  their 
own,  by  promptly  obeying,  in  all  things,  those  above 
them. 

Under  Fortitude  we  include  an  honorable  frankness  0/ 
speech  and  tolerance  of  labor. 

Ingenuous  frankness  is  acquired  by  frequent  conver- 
sation with  honorable  men,  and  by  doing  in  their  sight 
what  has  been  ordered.  Aristotle  so  educated  Alexan- 
der that  in  his  twelfth  year  he  conversed  with  all  sorts 
of  men  intelligently,  kings  and  ambassadors,  learned 
and  unlearned,  townspeople  and  rustics,  and  could 
contribute  something  apposite  to  the  conversation, 
either  in  the  way  of  question  or  answer.  Conversation 
with  their  elders,  becomingly  and  modestly  conducted, 
should  be  encouraged  in  the  young,  and  their  faults  of 
manner  thus  corrected. 

The  young  will  acquire  tolerance  of  labor  if  they 
are  always  doing  something  or  other — either  work  or 
play.  Perpetual  but  moderate  occupation  of  mind  and 
body  give  rise  to  industrious  and  active  habits.  *  Ge- 
nerosos  animos  labor  nutrit,^  says  Seneca. 

6.  Justice  will  be  learned  by  dohig  harm  to  no  one^ 


126  KDUCATIONAI.  SYSTKM   OF  COMKNIUS 

by  giving  to  each  his  own,  by  avoiding  lying  and  dsceit, 
by  being  generally  serviceable  and  amiable, 

U7ider  Justice  is  included  promptitude  and  alacrity  in 
serving  others. 

The  inherent  vice  of  selnshness  is  thereby  counter- 
acted, and  regard  for  the  public  good  engendered. 
The  boy  has  to  be  taught  the  scope  of  our  life, — that 
we  are  born  not  for  ourselves  alone,  but  for  God  and 
our  fellow-men. 

7.  The  formation  of  the  virtues  should  begin  from 
tender  years  y  before  vices  take  possession  of  the  soul. 

If  good  seed  be  not  sown,  the  field  will  still  produce, 
but  the  produce  will,  in  that  case,  be  weeds  and  tares. 
Begin  from  the  earliest  years  to  plough  and  sow,  if 
you  would  reap  a  harvest. 

8.  The  virtues  are  learned  by  constantly  doing  honor- 
able thi?igs. 

Things  to  be  known  are  learned  by  knowing,  things 
to  be  done  by  doing;  therefore,  obedience  is  to  be 
learned  by  obeying,  abstinence  by  abstaining,  truth- 
fulness by  speaking  the  truth,  constancy  by  being  con- 
stant, and  so  forth. 

9.  Let  the  examples  of  a  well-constituted  life  always 
shine  as  a  lamp  before  children — -the  examples  of  pareyits^ 
nurses^  teachers^  schoolfellows. 

Boys  are  as  imitative  as  apes,  and  learn  to  imitate 
long  before  they  learn  to  know.  Historical  examples 
are  good,  but  living  examples  are  better. 

10.  Nevertheless^  precepts  and  rules  of  life  are  to  be 
added  to  examples. 


HOW  TO   INCULCATE   PIKTY  127 

The  precepts  of  Scripture  and  the  sayings  of  wise 
men  should  be  taught. 

1 1 .  Children  are  to  be  most  diligently  guarded  against 
intercourse  with  bad  companions  ^  lest  they  be  infected. 

Vicious  example  is  a  poison  to  the  mind,  whether  it 
enter  by  the  eye  or  ear.  In  consequence  of  our  de- 
praved nature,  evil  things  cling  with  wonderful  facility 
and  tenacity.  Idleness  leads  to  evil,  and  hence  the 
importance  of  constant  occupation,  be  it  work  or  play. 

1 2 .  Discipline  is  necessary  for  the  purpose  of  with- 
standing immoral  habits. 

By  discipline  is  meant  reproof  by  words  and  chastise- 
ment by  stripes.  Punishment  by  stripes  should  be 
reserved  for  moral  offences.  This  subject  in  further 
treated  of  below. 

III.  Method  as  appi<ied  to  Piety. 

Though  piety  is  the  gift  of  God  through  the  Holy 
Spirit,  yet  as  the  Spirit  commonly  acts  through  or- 
dinary means — parents,  teachers,  and  ministers  of  the 
Church, — it  is  right  to  consider  the  method  of  the 
duties  of  these  instruments. 

Comenius  gives  great  prominence  to  this  part  of  his 
Didactic,  and  treats  of  it  at  considerable  length  ;  but  it 
cannot  be  said  that  Method  in  any  strict  application 
of  that  term  is  successfully  exhibited  in  its  relation 
to  religious  instruction.  The  chapter  on  this  subject 
is  in  reality  a  series  of  propositions  in  which  the  order 
of  Christian  doctrinal  teaching  is  laid  down,  and  to 
some  extent  the  manner  of  it.  The  following  para- 
graphs contain  the  substance  of  his  instructions : — 


128  KDUCATIONAI.   SYSTEM   OF   COMKNIUS 

After  laying  down  three  sources  of  piety,  viz.,  the 
Holy  Scriptures,  the  world  or  nature,  and  ourselves 
{i.  e. ,  the  natural  instincts  and  intuitions  which  give  a 
knowledge  of  God,  and  our  dependence  on  Him),  he 
says  that  there  are  three  ways  of  cherishing  piety,  viz., 
meditation  on  the  words,  works,  and  goodness  of  God ; 
prayer,  which  he  defines  to  be  perpetua  ad  Deum 
suspiratio  ;  and  self-examination .  '  Examine  yourselves 
whether  ye  be  in  the  faith  :  prove  your  own  selves.* 
(2  Cor.  xiii.  5). 

In  educating  children  in  religion  we  should  attend  to 
the  following  rules  : — 

Begin  in  infancy ;  we  must  sow  good  seed. 

From  the  very  first  accustom  the  child  to  express 
devotion  bodily M^i\h  his  eyes,  hands,  feet,  and  tongue; 
by  gazing  towards  heaven,  spreading  out  his  palms, 
bending  his  knees,  and  invoking  God  and  Christ, 
reverencing  and  adoring  the  invisible  Majesty. 

Let  them  be  taught  that  we  are  here  not  for  this  life 
alone,  but  that  eternity  is  our  goal ;  that  our  chief 
aim  is  to  be  so  prepared  as  worthily  to  enter  eternal 
habitations ;  and  that  all  we  do  must  have  the  future 
life  in  view,  and  that  we  must  constantly  bear  in  mind 
the  twofold  destiny  that  awaits  man  hereafter. 

Let  them  be  taught  that  thrice  happy  are  they  who 
so  regulate  their  lives  as  to  be  worthy  of  dwelling  with 
God  ;  that  whosoever  walk  with  God  here,  will  dwell 
with  him  everlastingly,  and  that  by  walking  with  God 
is  meant  having  Him  constantly  before  our  eyes,  fear- 
ing Him,  and  keeping  His  commandments. 

Let  them  be  taught  to  refer  all  things — whatsoeve 


HOW  TO   INCUI.CATK   PIKTY  129 

they  hear  or  see,  do  or  suffer — to  God,  mediately  or 
immediately. 

Let  them  learn  to  occupy  themselves  from  the 
earliest  years  with  those  things  that  lead  to  God — the 
reading  of  the  Holy  Scriptures,  the  exercises  of  divine 
worship,  and  good  works. 

lyCt  the  Holy  Scriptures  be  the  Alpha  and  Omega  of 
Christian  schools. 

Let  whatever  is  learned  from  Scripture  be  referred  to 
the  three  graces  of  Faith,  Hope,  and  Charity;  and  let 
these  graces  be  taught  with  reference  to  practice .  These 
will  be  taught  in  relation  to  practice  if  the  young  be 
taught  to  believe  all  that  God  has  revealed,  to  do  what 
He  commands,  and  to  hope  for  what  he  promises. 

Let  boys  be  accustomed  to  the  doing  of  those  works 
commanded  by  Heaven,  that  by  those  works  they  may 
show  forth  their  faith — ^the  works,  namely,  of  temper- 
ance, justice,  compassion,  patience,  etc. 

Let  them  be  taught  to  see  clearly  the  purposes  of 
the  benefits  God  confers,  and  of  the  chastisements  He 
inflicts. 

Let  them  be  exhorted  to  keep  the  way  of  the  Cross 
as  the  most  secure  way,  and  let  care  be  taken  that  no 
vicious  examples  obstruct  them  in  their  path. 

Finally,  let  them  be  taught  that,  since,  because  of 
the  imperfection  of  their  nature,  they  can  do  no  good 
thing,  they  must  rely  on  the  perfection  of  Christ,  the 
Lamb  of  God  that  taketh  away  the  sins  of  the  world. 

The  mode  of  dexterously  doing  all  this  in  the 
different  classes  of  the  school  has  to  be  carefully  con- 
sidered. 


130  KDUCATlONAIy  SYSTKM   OF  COMKNIUS 

Comenius  maintains  at  considerable  length,  and  with 
occasional  eloquence,  the  necessity  of  either  banishing 
Pagan  authors  from  schools,  or  at  least  of  using  them 
^ith  caution .  Realists  like  Comenius  discouraged  purely 
classical  studies,  not  merely  because  they  usurped  the 
place  which  ought  to  be  assigned  to  the  study  of  sub- 
jects having  a  practical  bearing  on  this  life,  but  also 
because  they  obstructed  or  at  least  did  not  promote, 
the  true  ends  of  a  Christian  school. 

All  now  accept  the  opinion  that  the  classical  authors 
are  to  be  read  by  boys  with  due  caution ;  but  I  imagine 
that  none  will  be  found  to  take  the  restricted  view  that 
they  should  be  excluded  altogether  from  schools,  even 
on  religious  grounds.  Strict  logical  reasonings  from  a 
fundamental  principle  are  justly  suspected  when  they 
land  us  in  such  conclusions,  and  the  majority  of  teachers 
are  content  to  sacrifice  logic  rather  than  part  with  their 
common  sense. 

IV.  On  Schooi.  Discipi^inb. 

The  Bohemians  say  that  '  A  school  without  discipline 
is  a  mill  without  water. '  For  take  the  water  away  and 
the  mill  stops;  take  discipline  away  and  the  school 
lags.  It  does  not  follow  from  this  that  a  school  is 
to  be  a  place  of  cries,  blows,  and  weals ;  but  there 
must  be  vigilance  and  attention,  both  in  the  teacher 
and  taught. 

What  is  discipline  save  a  certain  way  whereby 
scholars  idiscipuli)  are  made  to  be  truly  scholars  ? 

Let  us  consider,  then,  discipline  in  its  end,  its 
matter,  and  its  form — its  cur,  quando,  quomodo. 


ON   SCHOOIv   DISCIPI.INB  131 

I .  The  end  of  discipline, — ^This  is  not  the  punishment 
of  a  transgressor  for  a  fault  he  has  committed  (the 
done  cannot  be  undone),  but  the  prevention  of  the 
recurrence  of  the  fault.  Accordingly,  the  master  must 
execute  punishment  without  passion,  anger,  or  hatred, 
but  in  such  a  way  that  the  boy  under  discipline  will 
recognize  that  is  done  for  his  good,  and  on  that 
account  will  accept  it  as  he  would  accept  a  disagreeable 
draught  from  a  physician. 

2. — The  matter  of  discipline, — A  severe  discipline  is 
not  to  be  exercised  in  the  matter  of  studies,  but  only 
in  that  of  morals.  If  subjects  of  study  are  rightly 
arranged  and  taught,  they  themselves  attract  and  allure 
all  save  very  exceptional  natures ;  and  if  they  are  not 
rightly  taught,  the  fault  is  in  the  teacher,  not  the  pupil. 
Moreover,  if  we  do  not  know  how  to  allure  to  study  by 
skill,  we  shall  certainly  not  succeed  by  the  application 
of  mere  force.  There  is  no  power  in  stripes  and  blows 
to  excite  a  love  of  literature,  but  a  great  power,  on  the 
contrary,  of  generating  weariness  and  disgust.  A 
musician  does  not  dash  his  instrument  against  a  wall, 
or  give  it  blows  and  cuffs,  because  he  cannot  draw 
music  from  it,  but  continues  to  apply  his  skill  till  he 
extracts  a  melody.)  So  by  our  skill  we  have  to  bring 
the  minds  of  the  ybung  into  harmony,  and  to  the  love 
of  studies,  if  we  are  not  to  make  the  careless  unwilling 
and  the  torpid  stolid.  A  spur  and  stimulus  are  often 
needed,  but  a  sharp  word  or  a  public  reproof,  or  the 
praise  of  others  who  are  doing  well,  will  generally 
sufi&ce. 

Those   who  transgress  in  moral  matters  are  to  be 


132  KDUCATIONAI.   SYSTKM   OF   COMKNIUS 

more  seriously  dealt  with.  Impiety,  for  example,  such 
as  blasphemy  and  obscenity,  and  all  that  is  done 
against  the  law  of  God,  constitute  serious  offences, 
and  can  be  expiated  only  by  a  severe  chastisement. 
Contumacy  and  deliberate  perversity,  wilful  non-doing 
of  what  the  pupil  knows  ought  to  be  done — are  to  be 
punished.     Also,  pride,  envy,  and  sloth. 

3.  The  how  of  discipline. — The  sun  (regarded  by 
Comenius  as  the  cause  of  atmospheric  changes)  always 
gives  forth  light  and  warmth,  often  rain  and  wind, 
rarely  thunder  and  lightning.  So  (i.)  the  teacher 
should  always  shine  as  an  example,  in  his  own  person 
and  conduct,  of  all  he  requires  from  others.  (2.)  By 
words  of  instruction,  exhortation,  and  occasionally  re- 
proof, he  should  labor  to  sustain  discipline,  being  most 
careful  that  all  he  says  verily  comes  from  a  parental 
interest  in  and  affection  for  his  pupils;  for  if  the  pupils 
do  not  see  this  they  harden  their  hearts  against 
discipline.  (3.)  If  any  pupil  is  of  so  unhappy  a  dis- 
position that  these  gentler  methods  fail,  more  violent 
remedies  should  be  applied,  lest  anything  should  be 
left  undone  before  utterly  despairing  of  a  boy;  but 
great  care  has  to  be  exercised  that  we  do  not  resort  to 
extreme  remedies  except  in  extreme  cases.  Extrema 
i7i  extremis.  The  whole  object  of  discipline,  we  must 
never  forget,  is  to  form  in  those  committed  to  our 
charge  a  disposition  worthy  of  the  children  of  God.^ 

1  Speaking  of  the  improvement  of  schools.  Professor  Eil- 
hardus  Lubinus  says: — *  Prorsus  sentio  virgas  et  verbera  ser- 
vilia  ilia  instrumenta  ac  ingeniis  minime  convenientia  minime 
in  scholis  adhibenda  sed  procul  removenda  esse  et  admovenda 
mancipiis  et  servilis  animi  nequam  servis. ' 


PRACTICAIy   HINTS  133 

This  is  the  end  of  Method  as  applied  to  Knowledge, 
Virtue,  and  Religion,  and  it  seems  to  be  a  fit  place  to 
introduce  some  precepts  of  Comenius  which  are  given 
in  the  Dissertatio  de  sermonis  Latini  studio, 

Practicai.  Hints  to  the;  Teache^r  of  a  Ci.ass. 

1 .  Let  the  teacher  not  teach  as  much  as  he  is  able  to 
teach,  but  only  as  much  as  the  learner  is  able  to  learn. 

2.  Whatever  difiiculty  and  trouble  scholastic  labors 
bring,  let  these  be  borne  by  the  teacher,  nothing  being 
left  to  the  pupil  except  the  desire  to  imitate,  and  the 
acquisition  of  facility  in  imitating. 

3.  Whatever  teachers  wish  their  pupils  to  know,  let 
them  set  forth  that  thing  with  the  greatest  possible 
perspicuity. 

4.  Whatever  teachers  wish  their  pupils  to  do,  let 
lot  them  point  out  the  way  by  themselves  doing  it. 

5 .  Let  nothing  ever  seem  so  easy  as  to  relieve  the 
teach "ir  of  the  duty  of  striving,  in  various  ways,  to 
make  it  more  perspicuous  and  more  easy  of  imitation. 

6.  Never  let  the  pupils  be  overburdened  with  a  mass 
of  things  to  be  learned. 

7.  Three  things  always  are  to  be  formed  in  the  pupil, 
viz.,  mind,  hand,  and  tongue. 

8.  And  these  three  come  one  after  the  other.  It  is 
the  easiest  of  the  three  to  understand  anything ;  the 
next  is  to  imitate  it  in  writing;  the  most  difficult,  and 
that  which  is  nearest  perfection,  is  to  be  able  to  express 
it  with  the  tongue.  This  is  applicable  to  arts  and 
sciences  as  well  as  language.  Let  the  teachers  there- 
fore give  heed  that,  whatever  they  desire  their  pupils 


134  BDUCATIONAL  SYSTEM   OF   COMKNIUS 

to  learn  easily  and  successfully,  shall  advance  by  these 
gradations  without  confusion. 

9.  Always  let  examples  precede,  as  being  the  matter 
of  instruction ;  let  precepts  and  rules  follow,  as  the 
form. 

10.  Never  dismiss  any  subject  which  has  been  begun, 
until  it  is  thoroughly  finished.  Let  the  teacher  never 
take  more  matter  for  a  lesson  than  can  be  both  set  forth 
and  expounded  within  the  same  hour,  and  impressed 
on  the  intellect  and  memory  of  the  pupils  during  that 
same  hour  by  fit  examples. 

11.  Let  the  first  foundations  of  all  things  be 
thoroughly  laid,  unless  you  wish  the  whole  super-, 
structure  to  totter. 

12.  Accordingly,  whatever  the  teacher  begins  to 
teach,  let  him  give  pains  to  see  that  it  is  accurate,  and 
so  firmly  learnt  that  those  things  which  follow  can  be 
safely  built  on  the  top  of  it. 

13.  If  anything  has  been  wrongly  apprehended,  take 
care  that  it  do  not  drive  roots  into  the  mind,  but  that 
it  be  immediately  torn  up. 

14.  Whatever  is  taught,  let  it  be  taught  accurately^ 
that  it  may  not  cause  misconception. 

15.  Let  similar  diligence  be  applied  in  giving  exer- 
cises in  style  (composition). 

16.  To  insure  this,  let  the  example,  which  is  given 
for  imitation,  be  unexceptionable,  and  let  the  imitation 
of  it  be  attempted  only  in  the  master's  presence,  and 
under  his  inspection. 

17.  By  far  the  greatest  abridgment  of  labor  is  foi 


PRACTICAI.   HINTS  135- 

the  teacher  not  to  teach   one  boy   alone,  but  many 
together. 

1 8.  In  order  that  this  may  be  done,  two  things  are 
necessary : — 

(a.)  That  those  pupils  only  be  admitted  into  the 
same  class  who  are  of  equal  advancement,  and  that 
they  be  admitted  at  the  same  time. 

(b.)  That  skill  be  used,  with  a  view  to  secure  that 
none  of  the  pupils  shall  be  ignorant  of  that  which  is 
taught  to  all. 

19.  To  secure  this,  the  following  things  must  be 
attended  to — 

(a.)  IrCt  the  teacher  take  care  that  he  always  brings 
to  his  class  something  in  the  way  of  instruction  likely 
to  please  and  to  profit. 

(J}.)  At  the  beginning  of  every  task  the  minds  of  the 
pupils  should  be  prepared  for  the  instruction,  either 
by  commending  to  their  attention  the  subject  to  be 
taught ;  or  by  putting  questions  on  what  has  been  al- 
ready taught,  which  lead  up  to  the  new  by  showing  its 
coherence  with  the  old;  or  by  bringing  out  their 
ignorance  of  the  subject,  so  that  they  may  receive  the 
explanation  of  it  with  greater  avidity. 

(c.)  Let  the  master  stand  in  a  somewhat  elevated 
position,  where  he  can  see  all  round  him  and  so  prevent 
any  one  from  doing  anything  else  but  looking  at  him. 

(d.)  Let  him  always  assist  the  attention  of  the  pupils 
by  presenting  everything,  in  so  far  as  possible,  to  the 
senses  (hearing,  seeing,  etc.). 

(e,)  Let  the  teacher  sharpen  the  attention  of  the 


136  KDUCATIONAI.  SYSTEM   OF   COMKNIUS 

pupils  by  occasionally  asking  one  here  and  there,  'What 
was  it  I  just  said  ?'  *  Repeat  it, '  etc. 

(/.)  If  any  one  who  has  been  asked  a  question  fails, 
let  the  teacher  go  to  the  second,  third,  tenth,  thirtieth, 
without  repeating  the  question. 

{g.)  If  one  or  another  cannot  do  it,  let  him  ask  the 
question  of  the  whole  class  and  praise  publicly  the  one 
who  answers  first  and  best ;  and, 

(h.)  When  the  lesson  is  finished,  let  an  opportunity 
be  given  to  pupils  of  asking  the  teacher  questions, 
whether  with  reference  to  the  lesson  then  given  or  to 
any  previous  lesson. 

These  precepts  in  the  art  of  teaching  are  not  given 
for  the  sake  of  the  school  alone,  but  because  they  pro- 
mote habits  in  the  pupil  which  are  of  value  in  after 
life. 


Fourth  Section. 

ON     THK     GKNBRAL     ORGANIZATION     OF     A     SCHOOI. 

SYSTEM. 

A  CERTAIN  fixed  time  ought  to  be  set  apart  for  the 
complete  education  of  youth,  at  the  end  of  which  they 
may  go  forth  from  school  to  the  business  of  life,  truly 
instructed,  truly  moral,  truly  religious. 

The  time  that  is  required  for  this  is  the  whole  period 
of  youth,  that  is  to  say,  from  birth  to  manhood,  which 
is  fully  attained  in  twenty-four  years.  Dividing  the 
twenty-four  years  into  periods  of  six  years  each,  we 
ought  to  have  a  school  suited  to  each  period,  viz.,  the 
school  of — 

1 .  Infancy: — the  mother's  lap  up  to  six  years  of  ag€. 

2.  Boyhood: — ludus  literarius^  or  vernacular  public 
school. 

3.  Adolescence: — the  Latin  School  or  Gymnasium. 

4.  Youth: — the  University  (^Academid) ^  and  travel. 
The  Infant  School  should  be  found  in  every  house, 

the  Vernacular  School  in  every  village  and  community, 
the  Gymnasium  in  every  province,  and  the  University 
in  every  kingdom  or  large  province. 

In  these  various  schools  the  same  things  will  be 
taught,  each  subject  being  adapted  to  the  stage  of  pro- 
gress; in  the  earlier  stages  subjects   will    be   taught 

(137) 


138  KDUCATIONAI,  SYSTKM   OF  COMENIUS 

more  broadly  and  generally,  in  the  later  more  in  detaiL 
In  the  Mother  School  the  external  senses  chiefly  will 
be  exercised  in  relation  to  objects  and  the  distinguish- 
ing of  these.  In  the  Vernacular  School  the  inner 
senses,  imagination,^  and  memory  will  be  exercised 
along  with  their  executory  organs,  the  tongue  and 
hand,  by  means  of  reading,  writing,  drawing,  singings 
counting,  measuring,  weighing,  and  learning  by  heart. 
In  the  Gymnasium  the  intellect  and  judgment  will  be: 
formed  by  means  of  dialectic,  grammar,  rhetoric,  and 
the  'what'  and  'why'  of  the  real  sciences  and  arts. 
In  the  University  those  things  will  be  taught  which 
depend  on  the  Will  of  man  and  reduce  the  mind  ta 
harmony,  ^.^.,  Theology,  Mental  Philosophy,  Medicine 
(/.  ^.,  knowledge  of  the  vital  functions  of  the  Body)> 
Jurisprudence. 

That  this  is  the  true  method  of  procedure  is  mani- 
fest; for  first  external  things  are  impressed  on  the 
senses,  then  the  mind  seeks  to  express  what  it  has  re- 
ceived by  reproducing  the  images  of  things  in  memory,, 
and  by  the  tongue  and  hand.  Intelligence  thereafter 
applies  itself  to  what  has  been  so  acquired,  and  com- 
pares and  weighs  that  it  may  learn  the  reasons  and 
causes  of  things,  thereby  promoting  the  understanding 
of  things  and  judgments  regarding  them.  Finally,  the 
Will  seeks  to  establish  its  sovereignty  over  all  things. 
To  interfere  with  this  order  is  to  trifle  with  the  whole 
subject,  and  yet  this  is  what  those  do  who  introduce 
boys  to  Logic,  Ethics,  Poetry,  Rhetoric,  before  they 
have  an  adequate  knowledge  of  the  realities  of  sense ^, 
1  /.  ^.,  the  representative  and  reproductive  imagination. 


ORGANIZATION  OF  A  SCHOOIv  SYSTEM  139 

Again,  the  Mother  School  and  the  Vernacular  School 
will  train  all  the  population  of  both  sexes ;  the  Gymna- 
sium will  train  those  boys  who  aim  at  being  something 
higher  than  artisans ;  and  the  University  will  form  the 
fature  teachers  and  guides  of  others,  so  that  there  may 
never  be  wanting  for  the  Church,  School,  or  State,  fit 
governors.  These  grades  of  schools  find  their  analogy 
in  the  spring,  summer,  autumn,  and  winter  of  the  year. 
But  all  these  things  have  to  be  fully  developed ;  and 
this  Comenius  now  proceeds  to  do. 

I.  The  Idea  of  the  Mother  Schooi<. 

In  the  Infant  School  (which  is  the  family)  the  ele- 
iments  have  to  be  taught  of  everything  necessary  to 
the  building-up  of  the  life  of  man,  and  we  shall  show 
that  this  is  possible  by  running  over  the  different  de- 
partments of  knowledge. 

(a.)  Metaphysics. — Conception  in  infants  is  general 
and  confused ;  they  do  not  distinguish  things  accord- 
ing to  kind;  but  general  terms  are  familiar  to  them 
and  arise  out  of  ordinary  observation,  viz..  Something, 
Nothing,  Is,  Is-not,  So,  Otherwise,  Where,  When, 
I^ike,  Unlike,  etc.,  which  things  are  the  foundations  of 
Metaphysics. 

{b,^  Physics, — In  this  infant  stage  the  child  will  learn 
the  rudiments  of  natural  knowledge ;  he  learns  to  know 
water,  earth,  fire,  rain,  snow,  ice,  stone,  iron,  tree, 
grass,  bird,  fish,  ox,  etc.,  etc.,  and  the  parts  of  his 
own  body. 

(^.)  The  beginnings  of  Optics  he  learns  when  he 
learns  to  name  light,  darkness,  and  the  principal  colors. 


140  BDUCATlONAIv  SYSTKM    OF  COMKNIUS 

{d,)  Astronomy  he  begins  when  he  learns  to  name 
sun,  moon,  star,  constellation,  and  the  rising  and 
setting  of  these. 

(e.)  The  beginnings  of  Geography  are  learned  when 
the  child  understands  what  a  mountain  is,  a  plain,  a 
valley,  a  river,  a  village,  a  city,  a  state. 

(/.)  Chronology  is  learned  in  its  rudiments  in  learn- 
ing what  an  hour  is,  a  day,  a  week,  a  month,  a  year, 
yesterday,  to-day,  and  to-morrow,  etc. 

{g.)  History  he  learns  in  learning  what  has  recently 
happened,  and  the  way  in  which  it  happened,  and  how 
this  or  that  man  conducted  himself. 

(h.)  Arithmetic  he  learns  by  finding  out  the  much 
and  the  little,  by  counting  up  to  lo,  and  by  the  simplest 
forms  of  addition  and  subtraction. 

(/.)  The  rudimeats  of  Geometry  are  learned  in  dis- 
covering what  is  great  and  small,  long  and  short,  broad 
and  narrow,  thick  and  thin,  a  line,  a  circle,  etc.,  and 
the  ordinary  measures. 

(J.)  Statics  are  learned  in  observing  the  light  and 
heavy,  and  by  balancing  things. 

(/^.)  Mechanics  are  learned  by  causing  the  children 
to  carry  things  from  one  place  to  another,  to  arrange 
things,  to  build  and  take  to  pieces,  to  tie  and  untie. 
All  such  things  the  young  delight  to  do,  and  they 
have  merely  to  be  encouraged  and  directed  in  doing 
them. 

(/.)  The  beginnings  even  of  Dialectic  are  taught  by 
question  and  answer,  and  by  requiring  direct  and  ade- 
quate answers  to  interrogations. 

(m,)  Grammar  is  acquired  by  the  child  in  its  ele- 


th:^  mothkr  schooi.  141 

ments  through  the  right  articulating  of  his  mother- 
tongue,  letters,  syllables,  words. 

(n.)  Rhetoric  is  acquired,  in  its  beginnings,  by  hear- 
ing the  use  of  metaphors  in  ordinary  conversation,  and 
of  the  rising  and  falling  inflection  in  speech. 

(p.)  The  foundation  of  a  taste  for  poetry  is  laid  by 
learning  little  verses  chiefly  of  a  moral  kind. 

(/>.)  The  daily  exercises  of  household  piety,  includ- 
ing the  singing  of  easy  psalms  and  hymns,  will  give 
the  elements  of  music. 

(^.)  The  rudiments  of  Economics  are  furnished  by 
noting  the  relations  of  father,  mother,  domestic  ser- 
vant, and  the  parts  of  a  house  and  its  furnishings. 

(r.)  Of  Polity  less  can  be  learned,  but  even  in  this 
sphere  some  knowledge  of  the  civil  government  and 
the  names  of  governors  and  magistrates  may  be  ac- 
quired . 

{s.)  But  above  all,  the  foundations  of  Morality  have 
to  be  firmly  laid — by  training  to  temperance  in  all 
things,  cleanliness  of  habits,  due  reverence  to  superiors, 
prompt  obedience,  truthfulness,  justice,  charity,  con- 
tinual occupation,  patience,  serviceableness  to  others, 
civility. 

(/.)  In  Religion  and  Piety  the  beginnings  are  to  be 
laid.  The  elements  of  the  Christian  religion  should 
be  committed  to  memory,  and  the  child  should  be 
trained  to  recognize  the  perpetual  presence  of  God, 
his  dependence  on  Him,  and  to  see  in  Him  a  punisher 
of  evil  and  a  rewarder  of  good.  Simple  prayers  should 
be  taught,  and  the  child  led  to  bend  the  knee  and  fold 
the  hands  in  prayer. 


142  KDUCATlONAIv  SYSTEM   OF   COMKNIUS 

Such  is  the  task  of  the  Mother-School,  of  which 
Comenius  promises  to  treat  in  more  detail  in  a  separate 
treatise,  entitled  Informatorium  Scholae  Maternae, 

In  this  separate  treatise,  however,  little  is  added  to 
what  has  been  already  laid  down.  He  urges  his  points 
in  more  detail  certainly,  but  without  adding  anything 
new.  The  value  of  the  treatise  consists  in  its  horta- 
tory character.  The  more  important  additions  are 
under  the  heads  of  discipline,  of  childish  occupations, 
and  of  bodily  health. 

As  to  discipline,  he  denounces  as  intolerable  the 
noise,  irregularity,  and  license  of  some  families,  and 
urges  as  a  remedy  the  example  of  elders,  and  verbal 
reproof;  but  above  all,  encouraging  words,  which  tell 
powerfully  with  children.  In  the  last  resort  only  is 
the  rod  advocated. 

In  the  matter  of  occupations,  he  urges  the  encourage- 
ment of  all  kinds  of  sports,  and  especially  the  love  of 
constructing  buildings,  etc.,  in  imitation  of  what  they 
see,  which  is  a  natural  instinct  of  children. 

The  bodily  health  of  the  child  must  be  a  prime  ob- 
ject,  as  bodily  vigor  is  the  condition  of  all  proper 
mental  growth.  It  is  not  enough  simply  to  pray  that 
our  children  may  be  healthy  and  vigorous.  God's 
blessing  is  given  to  labor  on  our  part.  Even  during 
pregnancy,  the  mother  should  keep  in  mind  her  duty 
to  her  offspring.  She  should  devote  her  mind  to  re- 
ligious exercises  more  than  usual,  avoid  all  excesses  in 
eating  and  drinking,  and  all  mental  anxieties ;  and  yet 
she  should  not.be  idle  or  luxurious,  but  occupy  herself 
with  alacrity  and  cheerfulness  in   her   usual    duties. 


THB  VERNACULAR  SCHOOL  143 

Comenius  denounces  in  fervent  language  the  employ- 
ment of  milk-nurses,  holding  that  both  Nature  and 
Divine  Providence  have  marked  out  the  duty  of  suck- 
ling as  at  once  a  maternal  duty  and  privilege.  Af- 
ter the  child  is  weaned,  simple  diet  only  should  be 
given,  such  as  bread,  milk,  butter,  and  some  kinds  of 
vegetables. 

Books  containing  pictures  of  things  should  be  put 
into  the  hands  of  little  children.  This  will  stimulate 
their  observation,  and  help  them  to  read,  especially  if 
the  names  of  the  things  drawn  or  painted  are  written 
xmder  the  representations. 

All  the  work  of  the  Mother-School  is  to  be  done  in 
the  family  circle. 

II.  Thk  Idea  of  the  Vernacular  School. 

By  the  Vernacular  School  Comenius  means  what  we 
now  call  the  Primary  School,  and  he  presumes  it  to 
be  attended  by  children  from  the  age  of  six  to  twelve 
(their  thirteenth  year). 

The  scope  and  the  aim  of  the  Vernacular  School  are 
stated  in  the  form  of  an  answer  to  those  who  hold  that 
such  schools  are  only  for  girls,  and  those  boys  whose 
destiny  in  life  is  industrial,  and  who  maintain  that  for 
those  whose  duration  of  education  is  to  be  more  pro- 
longed and  whose  aim  is  higher,  the  Latin  School  or 
G3^mnasium  is  the  proper  place  from  the  first. 

It  is  evident,  he  says,  that  this  view  is  opposed  to 
all  the  principles  that  have  been  laid  down.  If  it  be 
that  our  duty  is  to  instruct  a// human  beings  in  all  those 
things  that  have  to  do  with  human  affairs,  they  must 


144  EDUCATIONAL  SYSTEM   OF   COMENIUS 

all  go  through  the  same  course  as  long  as  they  hold  to- 
gether. We  desire  to  instruct  all  alike  in  moralities  > 
and  also  to  promote  mutual  serviceableness,  and  we 
should  remove  everything  which  can  foster  the  dis- 
position to  appraiseoneself  too  highly,  and  to  look  down 
on  others,  i^gain,  we  cannot  venture  to  say  of  boys, 
six  years  old  what  their  ultimate  destination  may  be. 
Further,  he  objects  to  the  superstitious  attachment  to 
lyatin — the  vernacular  tongue,  modern  tongues,  and 
the  study  of  things  being  more  important.  Even  the 
Latin  tongue  itself  will  be  better  learned  by  one  who 
knows  his  vernacular,  and  who  has  in  learning  a  new 
language  simply  to  adapt  new  names  to  things  already 
known.  In  brief,  the  Vernacular  School  ought  to 
teach  all  that  will  be  of  use  for  the  whole  of  life,  and 
this  to  all. 

Subjects  of  Instruction  in   the   Vernacular  or  Primary 
School. 

1 .  I^et  the  pupil  learn  to  read  all  things  in  his  own 
tongue,  whether  printed  or  script. 

2.  Let  him  learn  to  write  first  neatly,  then  quickly, 
then  with  grammatical  propriety,  in  accordance  with 
rules  popularly  expounded. 

3.  Let  him  learn  arithmetic  as  far  as  necessary. 

4.  Let  him  learn  to  measure  lengths,  breadths,  dis- 
tances. 

5.  Let  him  learn  to  sing  the  more  common  melodies, 
those  who  have  an  aptitude  for  it  being  also  taught  the 
elements  of  harmony^  (or  notation  ?). 

1  Figuralis  musica. 


THK   VERNACUIvAR  SCHOOI.  145 

6.  Let  him  learn  by  heart  the  psalms  and  hymns 
more  commonly  used  in  churches. 

7 .  L,et  him  learn  to  repeat  with  accuracy  the  Cate- 
chism, and  important  passages  from  Holy  Writ. 

8.  Let  him  understand  morality  in  its  precepts,  and 
by  means  of  examples  suited  to  his  age,  and  let  him 
begin  the  practice  of  it. 

9.  Let  him  understand  as  much  of  economy  and 
polity  as  is  necessary  for  the  understanding  of  what 
goes  on  around  him. 

10.  Let  him  not  be  ignorant  of  the  general  history 
of  the  world — its  creation,  fall  and  redemption,  and 
its  government  by  the  wisdom  of  God. 

1 1 .  Let  him  be  taught  general  geography,  and  the 
geography  of  his  own  country  more  fully. 

12.  A  general  knowledge  of  the  mechanical  arts 
should  be  given,  that  boys  may  better  understand  the 
affairs  of  ordinary  life,  and  that  opportunities  be  thus 
given  to  boys  to  find  out  their  special  aptitudes. 

The  beginnings  of  all  kinds  of  knowledge  will  thus 
be  laid,  whatever  be  the  future  destiny  of  the  pupils. 

Means  of  attaining  the  above  Ends, 

1.  The  school  period  being  extended  over  six  years, 
the  school  should  be  divided  into  six  classes,  kept 
apart  from  each  other  as  much  as  possible. 

2.  Each  class  should  have  its  own  books,  which 
should  contain  everything  necessary  for  its  instruction 
in  Literature,  Morals,  and  Religion.  These  books 
should  exhaust  the  vernacular  tongue,  in  so  far  as  the 
taaming  of  things  within  the  range  of  a  boy's  apprehen- 


146  KDUCATIONAI.  SYSTKM   OF  COMEJNIUS 

sion  and  all  the  more  usual  modes  of  speech,  are  con- 
cerned. There  ought  to  be  six  such  books,  differing 
in  their  mode  of  treating  subjects,  not  in  the  subjects 
they  treat :  advancing  always  from  the  more  simple  to 
the  more  special  and  detailed.  They  should  be  care- 
fully adapted  to  the  age  of  the  pupils,  and  should  com- 
bine the  pleasant  with  the  useful.  As  a  school  has 
been  compared  to  a  garden,  so  the  titles  of  these  books 
might  well  be  made  attractive  by  reference  to  a  garden 
• — e,  ^.,  the  first  might  be  called  Violarium,  the  second 
Rosarmm,  the  third  Viridarium,  the  fourth  Labyrin- 
thus,  the  fifth  Balsamentum,  and  the  sixth  Paradisus 
Animae. 

3.  The  school-hours  should  not  be  more  than  four 
daily — two  before  noon  and  two  after  noon, — thus 
leaving  time  for  amusement,  and  for  domestic  duties 
when  the  children  are  poor. 

4.  The  morning  hours  should  be  given  to  those 
lessons  that  exercise  the  understanding  and  memory, 
the  afternoon  to  those  which  engage  the  voice  and 
hand. 

5.  In  the  morning  hours,  the  teacher  will  read  and 
re-read  the  lesson,  giving  simple  explanations,  while 
all  listen  attentively,  and  will  then  call  on  certain 
pupils,  one  after  the  other,  to  read,  the  rest  attentively 
following.  If  the  lesson  is  prolonged,  the  clever  boys 
will  be  able  to  say  it  off  by  heart,  and  later  on  the 
slower  boys  also;  for  the  tasks  will  be  short,  and 
suited  to  the  capacity  of  the  pupils. 

6 .  In  the  afternoon  nothing  new  should  be  attempted. 
The  repetition  of  the  morning  lesson,  transcription 


THE   I.ATIN  SCHOOL  147 

from  the  printed  book,  and  competition  as  to  who  re- 
members most  accurately,  or  can  sing,  write,  or  count 
best.  The  neat  transcription  of  the  printed  books  is  a 
most  valuable  exercise,  for  the  lesson  is  thereby  more 
thoroughly  impressed  on  the  mind  through  the  occupa- 
tion of  the  senses  with  it,  and  practice  in  correct 
spelling  and  neat  writing  is  given.  The  parents  also 
learn  from  these  books  what  their  children  are  doing 
at  school. 

In  conclusion,  Comenius  recommends  that  if  any 
boys  desire  to  learn  foreign  tongues  they  should  begin 
them  after  their  tenth  year,  and  during  the  latter  part 
of  their  attendance  at  the  Vernacular  School.  For 
teaching  purposes,  translations  into  the  foreign  lan- 
guages they  are  learning  of  those  books  which  are 
already  known  to  them  in  the  vernacular  tongue  should 
be  used. 

III.  The  Idea  of  the  Latin  School, 
OR  Gymnasium. 

In  this  school  there  should  be  an  encyclopaedic 
course,  including  four  languages. 

The  course  being  a  six  years'  one  (frome  twelve  years 
of  age  to  eighteen),  there  should  also  be  six  classes. 

The  subjects  to  be  taught  are  as  follows — : 

Grammar,  that  is  to  say,  a  thorough  knowledge  of 
the  vernacular  and  Latin,  and  such  a  knowledge  of 
Greek  and  Hebrew  as  may  be  necessary. 

Dialectic,  i,  e., -^rdiCticQ^  in  defining,  distinguishing, 
arguing,  and  in  resolving  arguments. 

Rhetoric,  i.  e.,  the  power  of  elegant  composition  on 
any  given  matter. 


148  KDUCATIONAI,  SYSTEJM   OF   COM^NIUS 

Arithmetic, 

Geometry, 

Music,  practical  and  theoretical. 

Astronomy. 

These  are  the  boasted  seven  liberal  arts  which  make 
a  man  a  master  in  philosophy.  Comenius  would  have 
them  taught  in  the  Gymnasium,  and,  in  addition,  the 
following  subjects: — 

Physics,  including  Natural  History  and  Mineralogy, 
and  applications  to  the  arts. 

Geography, 

Chronology, 

History, 

Ethics,  i,  e.y  a  knowledge  of  the  virtues  and  vices, 
and  of  their  special  application  to  life.     And,  lastly, 

Theology,  so  that  youths  should  have  a  thorough 
knowledge  not  only  of  the  doctrines  of  their  faith,  but 
of  the  scriptural  bases  of  them. 

It  is  not  presumed  that  a  thorough  knowledge  of  all 
these  subjects  can  be  attained  in  the  Gymnasium  ;  but 
only  that  a  solid  foundation  may  be  laid  in  them  all. 

To  the  six  classes  a  separate  name  is  assigned, 
indicating  the  order  in  which  studies  are  to  be  taken 
up,  viz.,  the  Grammar  class,  the  Physics  class,  the 
Mathematical  class,  the  Ethical  class,  the  Dialectic 
class,  and  the  Rhetoric  class. 

The  Grammar  class  comes  first  as  the  key  to  all  else. 
Then  the  Physics  precedes  the  Mathematics,  because 
the  numbers  and  quantities  dealt  with  in  the  former 
are  more  within  the  sphere  of  sense  than  they  are  in 
the    latter.     Mathematics    is    general    and  abstract. 


THB   LATIN   SCHOOL  149 

Ethics  will  not  merely  deal  with  the  what  of  morality, 
as  in  the  Vernacular  School,  but  advance  to  the  why. 
Dialectic  will  take  up  Physical  and  Ethical  questions 
with  a  view  to  the  pro  and  con:  it  will  also  include  a 
short  course  of  logic,  and  the  principles  of  investigation , 
and  sources  of  error.  Rhetoric,  or  the  art  of  fit  and 
elegant  expression,  comes  last,  when  the  youth  has  the 
necessary  material  for  writing,  and  its  range  will  be 
confined  to  very  brief  and  very  clear  rhetorical  precepts. 

It  has  to  be  remarked  that  in  every  class.  History, 
as  the  eye  of  life,  should  find  a  place,  so  that  all  that  is 
most  memorable  in  the  past,  both  in  deed  and  word, 
may  be  known.  This,  so  far  from  increasing  the 
burden  on  pupils,  will  lighten  their  labors.  Little  text- 
books should  be  written,  viz.,  one  on  Biblical  history; 
one  on  natural  things ;  one  on  inventions  and  mechan- 
ical arts ;  one  exhibiting  the  most  illustrious  examples 
of  virtue ;  one  on  the  various  customs  of  nations  ;  and 
finally,  one  containing  all  that  is  most  significant 
in  the  history  of  the  world,  and  especially  of  our  own 
country. 

It  is  to  be  taken  for  granted  that  Comenius,  while 
defining  the  distinctive  work  of  each  class,  presumes 
that  the  work  done  in  the  classes  that  precede  it  is 
still  continued.  Without  this,  how  would  a  sufficient 
knowledge  of  language ,  for  example ,  be  obtained  ?  The 
Dialectic  and  Rhetoric  classes  would  afford  special 
opportunities  for  the  revision  of  all  the  work  done  in 
the  classes  that  preceded  them. 

Comenius  postpones  the  question  of  the  special 
method  to  be  followed  in  the  Gymnasium,  merely  re- 


150  EDUCATlONAIv  SYSTEM   OF   COMKNIUS 

marking  that,  of  the  four  school  hours,  the  two  before 
noon  should  be  devoted  to  that  subject  by  which  the 
class  is  named,  and  the  two  afternoon  hours  to  history 
and  to  exercises  in  writing  and  repeating. 

IV.  The  Idea  of  the  University  {Academid) , 

I     Every  department  of  knowledge  should  be  handled 
in  the  Universities.     There  will  be  need,  accordingly, 
of  Professors,  learned  in  all  arts,  sciences,   faculties, 
tongues,  and  also  of  a  library  for  common  use. 
As  to  the  method  to  be  pursued: — 

1.  Only  the  more  select  minds — the  flower  of 
youth — should  be  sent  to  Universities,  all  others  being 
relegated  to  agriculture,  the  workshop,  or  trade. 

2 .  Each  should  apply  himself  to  that  line  of  study 
for  which  he  is  specially  fitted,  so  that  nothing  may  be 
done  invita  Minerva.  It  would  be  well  that  the  desti- 
nation of  youth  should  be  fixed  by  a  le^ving-examination 
in  the  Gymnasiums. 

3.  Minds  of  large  mould  should  be  stimulated  to 
universal  knowledge,  that  there  may  be  a  certain 
number  of  men  of  universal  accomplishment  7toXvf^aBel<i 
or  icdrtocpoi. 

4.  The  University  should  retain  only  those  students 
who  are  industrious,  honorable,  and  able.  Those 
pseudo -students,  who  go  there  to  spend  money  and 
waste  time,  should  not  be  tolerated. 

5 .  Authors  of  every  kind  should  be  studied ;  but  as 
it  is  impossible  for  all  to  read  everything  that  authors 
have  written,  men,  learned  each  in  his  own  depart- 
ment, should  produce  books  which  would  contain,  in  a 


THK   UNIVERSITY  151 

systematic  form,  the  sum  of  Plato,  Aristotle,  Cicero, 
Galen ,  etc .  These  systematized  summaries  would  serve 
as  an  introduction  for  the  use  of  those  who  were  going 
to  study  these  great  writers,  and  furnish  all  that  was 
necessary  for  those  who  had  to  devote  themselves 
specially  to  other  studies. 

6.  Of  academic  exercises,  a  very  important  one  is, 
public  disputations :  the  students  discussing,  at  an 
afternoon  meeting,  what  the  Professor  has  given  in  a 
forenoon  meeting,  and  contributing  to  the  subject  from 
their  own  reading,  and  suggesting  questions,  while  the 
Professor  acts  as  president. 

As  regards  Graduation: — 

University  honors  should  be  conferred  only  on  the 
worthy,  and  it  should  depend  on  a  public  inquiry  by 
commissioners,  and  not  on  private  testimony,  so  that. 
Doctorships  and  Masterships  may  be  conferred  only  on 
those  conspicuous  for  their  diligent  pursuit  of  learning. 
The  qualifications  of  the  candidates  should  be  ascer- 
tained by  public  oral  questioning  in  the  theory  and 
praxis  of  the  subjects  they  have  studied — e,  g,,  Where 
is  this,  that,  or  the  other  passage  to  be  found?  How 
does  it  agree  with  this  or  that  ?  Do  you  know  any 
author  who  dissents  from  this  view  ?  Who  ?  What 
arguments  does  he  advance,  and  how  are  they  to  be 
met  ?  Again  in  praxis:  cases  are  to  be  put — ^in  con- 
science, or  in  medicine,  or  in  legal  causes ;  the  how 
and  the  why  is  to  be  put,  and  a  variety  of  cases  brought 
forward,  so  that  it  may  be  seen  that  the  candidate  has 
a  thorough  knowledge  of  his  subject,  and  can  judge 
wisely. 


152  KDUCATIONAI,  SYSTEM   OF  COME^NIUS 

Travel  with  a  view  to  education  should  be  allowed 
only,  as  Plato  says,  when  the  hotness  of  youth  is  over, 
and  the  young  man  has  acquired  sufficient  prudence 
and  tact. 

So  much  for  the  University  as  a  teaching  body  ;  but 
in  addition  to  all  this  there  ought  to  be  a  Schola  Scho- 
larum  or  Collegium  Didacticum  founded  somewhere  or 
other ;  and  if  the  foundation  of  such  a  college  is  im- 
possible, learned  men  in  all  parts  of  the  world  devoted 
to  the  advancement  of  God's  glory,  should  combine  to 
prosecute  researches  in  science,  and  to  make  new 
discoveries  bearing  on  the  improvement  of  the  human 
race.  Neither  one  man  nor  one  generation  is  sufficient 
for  this  great  task ;  many  men  jointly  and  in  suc- 
cessive generations  must  carry  on  the  work  begun. 
Such  a  universal  school  would  be  to  the  rest  of  schools 
what  the  stomach  is  to  the  body — ^the  living  workshop, 
supplying  sap,  life,  strength. 

C0NC1.USION. 

Comenius  in  conclusion  elaborates  an  analogy  be- 
tween his  method  and  the  Art  of  Printing.  As  the 
Art  of  Printing  is  to  the  old  method  of  producing 
copies  of  books,  so  is  his  method  of  education  to  the 
methods  then  in  use.  Into  this  parallel  we  need  not 
follow  him.  A  greater  number  of  pupils,  he  maintains, 
will  be  taught  with  fewer  teachers ;  a  larger  proportion 
of  pupils  will  be  truly  instructed ;  and  many  who  now 
receive  no  benefit  from  schools  will  receive  substantial 
culture.  As  regards  teachers,  again,  those  who  are 
not  by  nature  adapted  to  the  work  of  instruction  will. 


CONCIvUSION  153 

by  following  sound  method,  acquire  aptitude.  As  an 
organist  can  play  from  a  book  symphonies  which  he 
himself  could  not  possibly  have  composed,  so  a  school- 
teacher may  learn  to  teach  all  subjects,  if  he  have 
reduced  into  a  schematic  form,  as  it  were,  all  the  sub- 
jects that  have  to  be  taught,  and  the  whole  method  of 
teaching  them. 

I  have  now  given  the  sum  of  the  Great  Didactic, 


PART     II  . 

MKTHOD     IN     THE     TEACHING     OF    I^ANGUAGE     MORE^ 
FUI.I.Y    CONSIDERED.^ 

The  Didactica  Magna  does  not  contain  all  that  Co- 
menius  has  to  say.  In  the  prefaces  to  his  various 
works  there  are  many  sagacious  observations  both  on 
Methods  and  on  Education  in  general.  These  obser- 
vations apply  chiefly  to  the  teaching  of  language. 
School-instruction  in  the  fifteenth  and  sixteenth  cen- 
turies was  substantially  language-instruction  ;  and  the 
language  chiefly,  though  not  exclusively,  taught  was 
Latin.  It  was  unavoidable  therefore  that  Comenius, 
in  applying  his  principles  and  rules  of  Method,  should 
have  his  attention  largely  concentrated  on  the  teaching 
of  Latin.  Prior  to  Ratich,  indeed,  the  general  interest 
which  had  been  excited  throughout  Europe  in  the 
subject  of  Education  had  for  its  object,  so  far  as  schools 
were  concerned,  chiefly  the  current  methods  of  teach- 
ing the  Latin  tongue.  There  was  a  widespread  and 
loudly  expressed  dissatisfaction  with  the  results  of 
school-teaching .  Boys  and  masters  were  alike  unhappy 
— these  as  teachers,  those  as  learners;  great  severity 
of  discipline  was  practised,  and  after  all  was  done, 

1  From  the  Methodus  Linguarum  novissima  fundamentis 
didacticis  solide  superstructa,  1648. 

(154) 


MKTHOD  OF  TEACHING  I,ATIN  155 

and  all  the  years  of  youth  had  been  spent  in  the  study 
mainly  of  one  subject,  the  results  were  contemptible. 
In  1 8 14  Eilhardus  Lubinus,  an  eminent  theologian  who 
edited  the  Greek  Testament  in  three  languages,  speaks 
in  these  words: — *  The  customary  method  of  instruc- 
tion prevalent  in  schools  is,  it  seems  to  me,  precisely 
what  we  might  have  expected  had  some  one  been 
specially  hired  and  paid  to  excogitate  some  way  where- 
by teachers  might  not  introduce  their  pupils  to  a  knowl- 
edge of  Latin,  and  pupils  might  not  be  introduced, 
except  with  immense  toil,  unspeakable  tedium,  infinite 
loss,  and  the  expenditure  of  a  long  period  of  time. 
*  Quae  quoties  repeto  vel  iniqua  mente  revolvo 
Concutior  toties,  penitusque  horresco  medullis. ' 

And  again  he  remarks,  *  When  considering  this  matter 
I  have,  to  speak  the  truth,  been  often  led  to  think  that 
some  wicked  and  malign  spirit — an  enemy  of  the 
human  race — had  through  the  agency  of  some  ill- 
omened  monks  originally  introduced  the  method  of 
instruction.'  And  with  what  result? — 'The  produc- 
tion of  Germanisms,  Barbarisms,  Solecisms,  mere  abor- 
tions of  I^atin,  dishonorings  and  defilements  of  the 
tongue.' 

The  most  important,  and  indeed  the  only  important, 
treatise  by  Comenius  on  Method,  in  addition  to  the 
Didactica  Magna  and  the  short  treatise  on  the  Mother 
School  (the  substance  of  which  I  have  incorporated 
into  the  preceding  analysis  of  the  Didactica) ,  is  en- 
titled '  Novissima  Linguarum  Methodus  ^  firmly  erected  on 
Didactic  foundations,  demonstrated  in  special  relation 
to  the  Latin  Tongue,  adapted  with  precision  to  the  use 


156  EDUCATlONAIv  SYSTEM   OV   COMKNIUS 

of  schools,  but  also  capable  of  application  with  advan- 
tage to  other  kinds  of  Studies. '  This  treatise  was  pub- 
lished in  1648.  It  consists  of  thirty  chapters — the 
first  five  of  which  are  occupied  with  the  consideration 
of  language  itself,  beginning,  as  is  customary  with  the 
author,  ad  ovo,  and  approaching  the  question  he  has  to 
solve  in  the  most  systematic  manner.  There  is  nothing 
in  these  chapters  worth  reproducing  for  our  time.  In- 
deed, it  may  almost  be  said  that,  like  much  of  Come- 
nius's  writing,  they  are  characterized  by  a  wearisome, 
elaborate,  and  painfully  systematic  statement  of  com- 
monplace. There  is  no  penetrating  light  cast  into 
any  dark  places. 

The  subsequent  chapters  are  more  instructive.  The 
principles  laid  down  in  the  Didactica  now  reappear  in 
more  special  and  detailed  application  to  I^atin.  They 
are,  however,  reached  analytically,  and  no  longer  syn- 
cretically. 

lyatin,  Comenius  maintains,  is  the  one  language  to 
be  preferred  to  all  others  for  schools,  because  it  is  the . 
vehicle  not  only  of  Roman,  but  of  all,  learning;  be- 
cause it  is  the  common  language  of  the  learned ;  because 
it  is  an  excellent  introduction  to  the  study  of  all 
tongues;  and  because,  owing  to  the  definiteness  of  its 
forms  and  syntax,  it  presents  fewer  difiiculties  than 
Greek.  There  is  no  special  difficulty  in  learning  Latin  ; 
what  we  want,  is  a  good  method.  Lubinus  remarks 
that  cooks  and  scullions  learn  in  a  short  time  more  of 
two  or  three  modern  tongues  by  mixing  with  the  people 
who  speak  them  than  boys  at  school,  after  the  greatest 
effort,  learn  of  the  one  language  Latin. 


MKTIIOD   OF   TKACHING   I.ATIN  157 

In  proceeding  to  consider  the  method  hitherto  fol- 
lowed, Comenitis  indirectly  answers  Lubinus,  for  he 
points  out  that  a  language  learned  only  conversa- 
tionally is  imperfectly  learned.  When  we  have  studied 
a  language  methodically  in  its  forms  and  syntax,  we 
then  know  that  we  know  it ;  any  other  mode  of  study 
yields  us  only  more  or  less  of  the  fragments  of  a 
language,  and  can  at  best  give  only  a  superficial 
knowledge. 

The  evils  which  need  a  remedy  are  these: — 

1 .  The  Latin  language  is  taught  abstractly,  without 
a  prior  knowledge  of  the  things  which  the  words 
denote. 

It  will  be  said  that  the  boys  already  know  in  the 
vernacular  the  things  which  the  Latin  words  denote. 
But  it  is  a  false  conclusion  that  because  boys  know 
how  to  utter  vernacular  words  they  therefore  under- 
stand them.  How  can  it  advantage  a  boy  to  get  at 
vocabularies  in  which  he  finds  such  things  as  Neces- 
sitas,  necessity ;  Pignus,  a  pledge ;  if  he  do  not  know 
what  either  '  necessity '  or  '  a  pledge '  means  ?  Words 
should  be  learned  in  their  connection  with  things 
known. 

2.  The  second  evil  is  driving  boys  into  the  manifold 
intricacies  of  grammar  from  the  very  first. 

It  is  the  custom  of  schools  to  treat  grammar  from 
the  formal  instead  of  from  the  material  side.  This  is 
to  count  money  in  purse  without  the  money.  It  would 
be  less  absurd  if  a  knowledge  of  the  grammar  of  the 
vernacular  had  preceded  the  study  of  Latin,  in  which 
case  a  knowledge  of  the  meaning  of  grammatical  terms 


158  KDUCATlONAIv   SYSTEM   OF   COMKNIUS 

and  rules  in  relation  to  the  matter  of  language  would 
already  exist  in  the  boy's  mind;  but  it  has  not  yet, 
says  Comenius,  even  been  proposed  to  teach  grammar 
in  vernacular  schools,  and  boys  are  plunged  into  the 
formal  statements  of  grammar  on  their  first  beginning 
Latin,  so  that  they  must  imagine  that  grammar  belongs 
to  Latin  alone.  To  make  matters  worse,  the  Latin 
Grammar  is  written  in  Latin.  How  should  we  adults 
like,  if  we  began  to  learn  Arabic,  to  have  a  Grammar 
vmtten  in  Arabic  put  into  our  hands  ?  And  yet  what 
we  with  our  matured  powers  would  resent,  we  demand 
of  the  tender  minds  of  boys.  Not  to  speak  of  the 
multitude  and  obscurity  of  the  rules  themselves,  we 
ask  boys  to  struggle  first  with  the  words  of  a  rule, 
then  with  its  sense,  and  finally  with  the  genius  of  a 
tongue  alien  to  their  vernacular. 

3.  The  third  evil  is  the  practice  of  compelling  boys 
to  take  impossible  leaps,  instead  of  carrying  them  for- 
ward step  by  step. 

We  introduce  them  from  the  grammar  into  Virgil 
and  Cicero,— Virgil's  Eclogues  simply  because  they 
are  short,  and  Cicero's  select  epistles — select  being 
here  also  equivalent  to  short.  The  sublimity  of  poetic 
style  is  beyond  the  conception  of  boys,  and  the  subject- 
matter  of  Cicero's  epistles  is  for  grown  men.  It  will 
be  said  that  this  is  done  that  boys  may  acquire  the 
words,  phrases,  etc.,  of  these  authors,  in  the  expecta- 
tion that  when  they  are  older  they  will  see  their  force. 
But  why  ever  separate  words  and  things  ?  Unhappy 
divorce  !  Why  begin  to  build  a  tower  at  the  top  ?  It 
will  also  be  said  that  the  object  is  to  put  a  perfect 


METHOD   OF  TEACHING   I.ATIN  159 

model  before  boys  to  which  they  may  attain.  Quite 
right  to  aim  at  a  perfect  model  when  the  aim  is  prac- 
ticable, and  if  we  proceed  gradually  to  the  highest. 
But  a  boy  must  go  step  by  step,  and  advancing  years 
^ill  bring  both  the  occasions  and  the  power  of  learn- 
ing. If  Cicero  himself  were  to  enter  our  schools,  and 
£nd  boys  engaged  with  his  works,  it  seems  to  me  that 
he  would  be  either  amused  or  indignant .  Larger  things 
are  with  great  advantage  postponed  to  lesser  things, 
and  the  lesser  things,  if  accommodated  to  the  age  of  the 
learners,  yield  greater  fruits  than  larger  things.  The 
eminent  grammarian,  Vossius,  speaks  (Lib. vii. Gram,  i.) 
strongly  against  the  folly  of  loading  boys  with  a  mass 
of  rules  and  exceptions,  affirming  that  it  is  not  merely 
useless,  but  hurtful  and  obstructive.  The  language  of 
-Scioppius,  theannotatorof  the  Sanctii  Minerva,  is  stron- 
ger and  more  fervid  in  denunciation  than  that  of  any 
other  writer .  And  when  we  bear  in  mind  the  construction 
of  the  Latin  Grammars  then  in  use, — that  of  Alvarus, 
for  example,  having  500  rules  and  as  many  exceptions, 
— we  cannot  be  surprised  at  the  unanimous  condem- 
nation of  the  then  current  methods  of  teaching,  and 
the  almost  universal  lamentation  over  the  wasted  years 
of  youth. 

Comenius  gives  some  account  of  the  various  pro- 
posals for  reform  current  in  his  time.  It  was  natural 
that  many  should  be  driven  to  the  conversational 
method  as  a  means  of  attaining  a  knowledge  of  Latin 
in  the  intercourse  of  daily  life.  Schoolmasters  were 
tyrants  and  torturers  of  boys,  and  the  instrument  of 
their  t3n:anny  was  the  Latin  Grammar.     Csecilius  Frey , 


160  KDUCATIONAI.  SYSTKM   OF   COMKNIUS 

on  the  same  side  of  the  question,  proposed  the  institu- 
tion of  Colleges,  where  all,  including  the  servants, 
should  speak  Latin  and  Greek.  To  these,  boys  might 
be  sent  in  their  second  year,  and  while  not  neglecting 
their  mother-tongue,  acquire  a  free  use  of  I^atin  and 
Greek  in  conversation,  during  their  play  and  at  their 
meals.  He  supported  his  scheme  by  the  success  which 
had  attended  this  method  in  the  case  of  Montaigne ^ 
who  when  six  years  old  could  speak  Latin  better  than 
his  native  French.  On  the  otner  hand,  Melanchthon, 
the  restorer  ot  letters  in  Germany,  and  an  ardent  school 
reformer  {Pr acceptor  Germaniae^  as  he  was  called),, 
strongly  advocates  grammatical  instruction,  and  in- 
veighs vehemently  against  those  who  would  propose 
to  teach  by  practice  alone  without  syntactical  precepts. 
He  calls  this  method  a  confused  kind  of  procedure,  by 
which  it  is  not  possible  to  obtain  sound  learning.  He 
considers  that  those  who  counsel  such  a  method  are 
the  worst  friends  of  youth,  and  that  they  recommend 
what  is  not  only  pernicious  in  its  effects  while  the 
pupils  are  still  boys,  but  hurtful  to  them  throughout 
life.  A  contempt  for  grammatical  precepts  will  en- 
gender a  similar  contempt  for  the  groundwork  of  other 
arts,  and  sap  the  foundations  of  that  reverence  which 
is  the  support  of  private  and  public  morals.  He 
considers  that  '  penalties  ought  to  be  inflicted  by  the 
State  on  those  teachers  who  despise  grammatical  rules. ' 
The  eminent  Lipsius  deplores  the  years,  from  ten  to 
thirteen,  which  he  spent  over  grammatical  trifles,  and 
thinks  that  the  time  would  be  better  spent  in  reading, 
and  in  obtaining  a  knowledge  of  things.     Caselius  also 


METHOD   OF   TEACHING   I.ATIN  161 

advocated  the  reading  of  authors ,  and  constant  exercises 
in  writing  Latin.  Ratich,  Comenius's  distinguished 
predecessor  in  the  work  of  Educational  Reform,  was 
of  Caselius's  opinion,  but  his  method  was  to  put  an 
author  level  with  a  boy's  capacity  into  a  pupil's  hands 
at  once — such  an  author  as  Terence — to  get  him  to 
read  and  re-read  the  Latin,  in  the  expectation  that 
with  some  explanation  by  the  master  he  would  begin 
gradually  to  understand.  At  the  third  reading  only 
should  exercises  in  declining  and  conjugating  be  given, 
and  this  not  in  accordance  with  rules,  but  merely 
referring  from  time  to  time  to  types  of  declensions 
and  conjugations.  At  the  fourth  reading  the  syntax 
and  phraseology  generally  should  be  taken  up  and 
taught  by  the  master,  but  all  from  the  author  him- 
self. The  master  according  to  this  method  does  al- 
most everything,  the  pupils  being  to  a  great  extent 
passive.  Ratich  had  many  followers,  and  some  keen 
opponents. 

Lubinus  desired  some  compendious  way,  and  ad- 
vocated the  construction  of  a  book  containing  pictures 
of  things,  with  a  certain  number  of  brief  sentences 
attached  to  each,  till  all  the  words  and  phrases  of 
Latin  were  exhausted.  These,  he  said,  should  be  ex- 
plained in  order,  and  committed  to  memory. 

But  the  most  important  attempt,  in  Comenius's 
opinion  (as  I  have  elsewhere  stated),  was  that  made 
by  an  Irishman — a  Jesuit  father  in  the  Anglican 
seminary  at  Salamanca,  to  which  reference  has  been 
already  made.  This  man,  in  conversation  with  some 
Englishmen,  members  of  an  embassy  to  Spain,  when 


1G2  KDUCATlONAIv  SYSTEM   OF   COMENIT/S 

asked  how  a  man  might  learn  the  Spanish  language 
quickly,  commended  his  own  method  for  learning  Latin. 
He  had  printed  a  book  in  which  Latin  words  with  a 
Spanish  translation  were  arranged  in  complete  sen- 
tences, in  such  a  way  (the  same  words  never  being  re- 
peated) that  any  one  learning  these  sentences  would 
know  the  foundations  of  the  Latin  tongue.  This  con- 
versation took  place  in  1 605 ,  and  the  book  itself  was 
afterwards  published  in  England  with  an  English  and 
French  version,  and  was  reproduced  in  Germany  with 
the  addition  of  a  German  version  by  Isaac  Habrecht. 
The  celebrated  Scioppius  published  a  Latin-Italian 
edition;  and  afterwards,  in  1636,  at  Basel,  an  edition 
in  Latin-German-Greek-Hebrew  appeared. 

In  1628,  says  Comenius,  when  meditating  on  the 
subject  of  a  Latin  first  book,  and  having  already  come 
to  the  conclusion  that  words  and  things  were  best 
learned  together,  '  I  planned  a  book  in  which  all  things, 
the  properties  of  things,  and  actions  and  passions  of 
things,  should  be  presented,  and  to  each  should  be  as- 
signed its  own  proper  work,  believing  that  in  one  and 
the  same  book  the  whole  connected  series  of  things 
might  be  surveyed  historically,  and  the  whole  fabric  of 
things  and  words  reduced  to  one  continuous  context. 
On  mentioning  my  purpose  to  some  friends,  one  of 
them  directed  my  attention  to  the  Jesuit  father's 
Janua  Linguarum,  and  gave  me  a  copy.  I  leapt  with 
joy;  but  on  examination,  I  found  that  it  did  not  fulfil 
my  plan. 

In  1 63 1  Comenius  issued  his  Jamta  Lingua  Latinae 
Reserata,  which  was  cordially  received,  and  found  its 


METHOD   OF  TEACHING  I.ATIN  163 

way  by  translation  into  most  European,  and  some 
Asiatic,  languages.  A  short  experience  of  the  book 
satisfied  him  that  an  introduction  to  it  was  needed, 
and  he  then  published  a  Vestibulumm  1632.  The  idea 
and  plan  of  the  Palatium  and  Thesaurus^  (as  men- 
tioned in  the  Didactica)  followed  in  due  course. 

The  Method. 

It  appears  that  many  teachers,  believing  that  there 
was  some  hidden  virtue  in  thejanua  of  Comenius,  had 
used  it  without  discretion,  and  had  consequently  been 
disappointed  in  the  results.  Comenius  points  out  that 
while  a  good  text-book  is  always  essential  to  the 
teacher,  the  expected  fruits  can  be  gathered  only  by 
the  application  of  good  method. 

The  desideratum  which  method  supplies  is  a  simple 
and  short  way  to  the  knowledge  of  a  language.  So 
far  as  words  are  concerned,  this  way  is  through  things. 
Words  are  only  the  ministers  of  things,  and  if  we  study 
the  former  through  the  latter,  we  shall  find  one  of  the 
first  conditions  of  good  method  satisfied.  Hence  the 
text-books  published  by  Comenius  which  have  been  so 
frequently  referred  to,  and  which  will  be  described  in 
our  next  chapter. 

But  this  is  not  all:  the  teacher  must  not  only  see 
that  the  pre-conditions  of  a  good  method  are  satisfied ; 
but  he  must  himself  follow  a  sound  method  in  teaching. 
What  is  that  method  ?  It  is  already  laid  down  in  the 
Great  Didactic  syncretically,  /.  e.,  worked  out  by  com- 
parison with  something  else,  viz.,  Nature.  ButCome- 
1  Called  sometimes  Atrium  and  Palatium, 


164  EDUCATIONAI,  SYSTEM   OF  COMKNIUS 

nius,  never  weary  of  his  task,  takes  up  the  question 
afresh,  and  now  deals  with  it  analytically.  He  asks 
the  question,  '  What  is  it  to  teach?  '  and  answers,  '  To 
make  another  learn  and  know  what  the  teacher  already 
knows.'  To  do  this  with  art,  is  to  follow  certain  de- 
fined paths  in  teaching  which  will  insure  that  acquisition 
is  quick,  easy,  and  solid.  He  then  asks  'what  it 
is  to  learn,'  and  answers,  'To  advance  to  the  knowl- 
edge of  the  unknown  through  the  known . '  From  this  an- 
alytic statement  he  deduces,  under  the  head  of  General 
Didactic,  eighty  propositions  in  thoroughly  scholastic 
style,  and  with  not  a  little  of  the  scholastic  poverty 
of  genuine  substance.  It  would  be  a  waste  of  time 
to  go  through  these  in  detail,  as  all  that  is  really 
valuable  has  been  already  exhibited  in  the  Great  Di- 
dactic, SoDce  of  his  propositions,  however,  are  worth 
quoting : — 

Where  nothing  is  taught,  nothing  is  learned. 

Where  the  teaching  is  confused,  the  learning  is 
confused. 

Where  the  teaching  is  negligent,  the  learning  is 
negligent. 

Do  not  begin. to  teach  any  one  who  is  unprepared 
for  the  teaching. 

Do  not  put  off  teaching  one  who  is  prepared. 

I^abor  is  for  the  learner ;  for  the  teacher,  direction 
of  the  learners. 

All  things  are  to  be  taught  by  the  threefold  way  of 
Examples,  Precepts,  and  Exercises. 


ME^THOD   OF   TEACHING   LATIN  165 

Let  the  example  always  come  first,  the  precept  next, 
and  let  the  imitation  by  way  of  exercise  follow  close. 

Let  rules  be  short,  clear,  and  true. 

Discipline  is  the  means  used  to  press  on  learning. 

Without  discipline  nothing  is  learned,  or  at  least 
nothing  rightly. 

Discipline  must  be  a  never-ceasing  constant  pres- 
sure;  never  violent ;  and  always  graduated,  so  as  to 
be  fitted  to  its  end,  corporal  chastisement  being  the 
final  resort. 

To  learn  is  easier  than  to  unlearn. 

To  teach  is  easier  than  to  un teach,  for  the  latter  is  a 
double  process,  the  former  a  single  one. 

In  teaching  we  have  to  advance  from  few  things  to 
many,  from  the  brief  to  the  more  lengthened,  from  the 
simple  to  the  complex,  from  the  general  to  the  special, 
from  the  near  to  the  remote,  firom  the  regular  to  the 
irregular. 

Comenius  passes  from  General  Didactic  to  Special 
Didactic,  applying  the  general  principles  which  he  has 
laid  down  to  the  method  of  instruction  in  Science 
(which  is  knowledge  generally),  in  Arts,  and  finally, 
in  Language ,  and  to  the  general  improvement  of  schools , 
traversing  necessarily  much  of  the  ground  already 
traversed  in  the  Great  Didactic. 

In  dealing  with  Science,  he  gives  prominence  to  the 
dictum.  Nihil  est  in  intellectu  quod  non  prius  in  sensu. 
The  senses  are  the  primary  and  the  constant  guides 
of  knowledge.  They  are  the  sole  solid  foundations  of 
knowledge.  Wherever  it  is  possible,  therefore,  all 
teaching  should  refer  back  to  this  ultimate  basis  of 


166  KDUCATIONAI.   SYSTKM    OF   COMKNIUS 

sense.  We  must  see  that  the  thing  represented  is 
understood.  To  know  the  difference  of  things  is  to 
know  things. 

As  to  Memory :  To  this  there  is  necessary,  first,  a, 
clear,  firm,  and  true  impression  on  the  senses ;  secondly, 
the  understanding  of  what  is  presented.  Words  by 
themselves,  if  capable  of  no  order  or  coherence  that 
can  engage  the  understanding,  are  not  to  be  committed 
to  memory,  e,  g.y  the  vocables  anima^  esse,  res,  ordo,^ 
difiicult  to  remember  if  so  learned,  are  easily  remem- 
bered thus,  Ordo  est  anima  rerum.  Writing  is  a 
great  aid  to  memory.  Repetitio  memoriae  pater  et 
mater  est, 

Comenius,  when  he  comes  to  Language,  explains, 
that  it  is  more  difficult  to  acquire  language  than  to 
learn  any  one  department  of  knowledge  or  science; 
and  this  because  it  is  co -extensive  with  all  know- 
able  things.  Here  he  gives  some  preliminary  direc- 
tions: e,  g. — 

The  teacher  is  not  to  teach  as  much  as  he  is  com- 
petent to  teach,  but  only  as  much  as  the  learner  can 
take  in. 

Examples  rather  than  precepts  or  rules  are  to  be 
preferred  in  the  earlier  stages  of  teaching. 

The  teacher  has  to  exercise  patience,  as  everything 
must  go  slowly  with  beginners. 

A  teacher  who  is  learned  in  his  department,  and  of 
quick  parts,  is  apt  to  lose  his  temper:  he  should  re- 
member that  his  business  is  not  to  transform  minds, 
but  to  inform  them. 

The  questions  of  the  Great  Didactic  are  now  re- 


METHOD   OF   TEACHING   I.ATIN  167 

peated: — How  is  language  to  be  learnt  quickly,  pleas- 
antly, solidly?  And  the  general  answer  is,  Quickly, 
by  constant  familiarizing  with  examples ;  pleasantly, 
by  giving  clear  precepts  ;  solidly,  by  continual  prac- 
tice; and  all  these  objects  are  attained  generally  by 
following  good  method.     That  is  to  say: — 

To  mstire  Quickiiess — Clearly  lay  down  the  end  at 
which  you  aim,  and  neglect  all  that  does  not  bear  on 
that  end  ;  keep  to  one  example  and  one  explanation  of 
it,  relying  on  practice  for  all  else :  advance  by  gradual 
steps,  never  per  saltum:  remember  that  steady,  con- 
tinuous progress  is  notable  progress ;  therefore,  no  day 
without  a  line,  no  hour  without  its  task :  leave  nothing 
undone  when  once  begun. 

To  insure  Pleasantness. — The  secret  of  a  pleasant 
process  lies  in  the  handling  of  the  minds  of  the  young 
in  accordance  with  nature.  To  do  otherwise  is  to. 
struggle  against  nature.  Everything  should  be  done 
with  paternal  affection,  all  moroseness  being  banished. 
Brevity,  order,  definiteness,  should  characterize  the 
substance  of  our  teaching.  The  senses  must  be  always 
appealed  to  when  possible.  As  human  nature  rejoices 
in  doiyig,  everything  should  be  learned  through  its  own 
praxis.  The  utility  and  bearing  of  what  is  learned 
should  be  made  manifest.  Teaching  should  be  tem- 
pered with  an  agreeable  variety ,  and  the  playful  element 
admitted.  The  rivalry  and  emulation  of  free  games 
should  be  encouraged  in  lessons :  Quidquid  in  ludo 
literariOy  lusus  ingenii  sit. 

To  i?is2ire  Solidity. — The  leading  principle  here  is 
that  we  teach  the  young  solid  truth,  and  what  will  be 


168  KDUCATIONAI.  SYSTEM   OF   COMKNIUS 

of  solid  use,  avoiding  frivolous  things,  and  indeed 
everything  the  truth  and  utility  of  which  are  not  patent. 
Let  our  examples  be  very  select,  placing  the  thing  to 
be  learned  distinctly  before  the  eyes,  so  that  every 
part  of  it  be  seen:  let  the  rules  be  few,  brief,  clear: 
let  exercises  be  appended  sufficient  in  number  to  bring 
the  example  and  rule  clearly  out,  as  without  these  a 
vague  idea  leads  to  vague  and  uncertain  imitation. 
Let  the  first  foundations  be  solidly  laid ;  the  beginnings 
of  things  are  the  most  important ;  they  should  be 
taught  slowly  and  accurately.  By  precipitancy  every- 
thing is  destroyed .  Let  everything  therefore  be  rightly 
apprehended  in  its  beginning,  and  secure  this  by  ex- 
amination. The  foundations  being  solidly  laid,  pro- 
ceed cautiously  with  the  superstructure.  Let  nothing 
be  laid  on  the  top  of  foundations  not  yet  firmly  settled. 
Non  TJtulta  sed  Tnultum.  Those  who  sow  much  and 
plough  little,  lose  much  and  reap  little.  Minus  severe 
et  melius  arare  satius  est.  Bring  all  the  senses  into 
requisition  wherever  possible .  Above  all ,  the  examples 
and  rules  being  given,  give  continual  practice.  Let 
repetitions  and  examinations  be  constant.  Let  the 
pupils  be  required  to  teach  what  they  have  acquired. 
Comenius  presses  the  great  importance  of  this :  Tanto 
quis  erit  doctior,  quanta  docuerit  frequentius.  Fortius 
says,  Multa  ego  didici  a  preceptoribus  meis^  sed  plura  a 
condiscipulis  ;  a  discipulis  autem  plurima . 

Comenius  continues  to  enforce  these  principles,  es- 
pecially pressing  the  importance  of  graded  books  with 
only  as  much  of  the  grammar  or  formal  part  of  lan- 
guage as  is  necessary  to  the  understanding  of  them, 


MKTHOD   OF   TEACHING   I^ATIN  169 

and  with  suitable  lexicons  attached.  He  points  out 
the  importance  of  giving  the  pupil  root- words  and  the 
formation  of  their  derivatives  so  as  to  give  a  stock  of 
vocables.  He  recurs  frequently  to  the  proposition, 
which  with  him  is  vital,  that  a  language  is  to  be 
learned  through  things,  and  that  the  text  which  treats 
of  things  shall  be  the  source  out  of  which  all  language- 
knowledge  shall  be  drawn;  the  grammar  and  lexicon, 
even  in  their  graded  and  modified  forms,  being  merely 
subsidiary.  This  leads  him  to  the  description  of  the 
principles  on  which  his  own  school-books  were  con- 
structed. 

Without  books  artificially  constructed  it  is  evident 
that  Comenius's  method  could  not  be  carried  out; 
these  books  present,  according  to  him,  a  sure,  short, 
and  pleasant  mode  of  access  to  all  L^atin  authors. 
The  same  things  are  treated  of  in  each,  but  at  each 
successive  stage  in  more  advanced  form — the  Vesti- 
bulum  giving  only  the  simplest  sentences,  comprising 
primitive  and  root-words,  and  only  the  ordinary  regu- 
lar inflections  and  rules ;  the  Janua  introducing  to  the 
full  grammatical  structure  and  body  of  the  language, 
and  the  Atrium  introducing  to  phrases,  idioms,  and 
elegancies ;  all  these  taken  together  constituting,  as  the 
initial  letters  of  these  various  books  indicate,  a  Fza  to 
authors.  The  best  instruments,  however,  are  useless 
without  a  good  method  of  teaching,  and  a  teacher  who 
is  not  only  skilled  in  his  art,  but  '  greedy  of  teaching :  * 
if  any  other  shall  take  up  the  work,  he  will  prostitute 
both  himself  and  his  art. 

Following  the  above  method,  and  using  text-books 


170  KDUCATIONAI,  SYSTEM   OF   COMKNIUS 

such  as  those  compiled  by  the  author,  the  pupil 
is  brought  within  the  Palace  of  Latin  Authors.  He 
has  been  already  furnished  with  all  the  words  necessary 
to  enable  him  to  enter  with  advantage  on  the  study  of 
those  which  treat  oi  Realia,  such  as  Pliny  in  Natural 
Science,  Vitruvius  in  Architecture ;  in  Medicine,  Cel- 
sus;  in  Economics,  Varro  and  Columella,  etc.  But 
with  a  view  to  phrases  and  the  daily  forms  of  speech  > 
and  oratorical  and  poetical  language,  he  must  study 
other  authors,  or  rather  portions  of  them.  For  this, 
the  first  requirement  is  a  lexicon.  Again,  whatever 
author  is  read,  the  Grammar  should  never  be  absent : 
if  the  author  is  in  one  hand,  the  Grammar  should  be  in 
the  other,  as  Erasmus  recommends. 

To  acquire  a  thorough  knowledge  of  Latin,  and  the 
power  of  writing  it  purely  and  elegantly,  the  method  is 
threefold,  viz.,  by  Analysis^  by  Excerpts^  and  by  Imi- 
tation . 

1 .  Analysis. — ^The  object  of  this  is  accurate  trans- 
lation into  the  vernacular.  First,  by  close  attention 
ascertain  the  purport  of  the  passage  before  you ;  then 
examine  closely  the  way  in  which  the  author  attains  his 
end,  what  words  he  uses,  what  phrases,  what  argu- 
ments, what  sentences,  how  these  are  arranged,  until 
you  have,  as  it  were,  rearticulated  the  text.  Super- 
ficial study  is  of  little  value. 

2.  Excerption. — Transfer  into  a  repertory  or  diary 
all  words,  phrases,  and  opinions,  etc.,  which  strike 
you. 

3.  Imitation. — ^This  has  three  stages:  Firsts  Meta- 
phrasis,  i.e.^  turning  an  author  into  the  vernacular,  and 


MKTHOD   OF  TKACHING   I.ATIN  171 

after  some  days  retranslating  him  into  I^atin,  compar- 
ing the  result  with  the  original,  and  making  the  re- 
quisite corrections.  5*^^^//^/)/,  Turning  the  Latin  into 
Latin,  thus  :  take  the  words  in  confused  order,  and  try 
to  write  them  correctly ;  or,  abridge  the  text ;  or,  am- 
plify it  by  the  insertion  of  additional  words  in  the  form 
of  epithets,  phrases,  or  sentences.  Thirdly,  Imitation 
proper :  attempt,  in  the  form  of  a  familiar  epistle  oi 
otherwise,  to  write  in  the  style  of  the  author  who  has 
been  selected  for  imitation,  on  a  subject  of  present  im- 
portance but  similar  to  that  treated  of  by  the  Latin 
author,  comparing  our  production  with  that  of  the 
classic  selected  for  imitation,  until  we  have  so  trans- 
formed ourselves  into  him,  e,  g.,  Cicero,  that  nothing 
will  be  agreeable  to  our  ears  which  has  not  a  Cicero- 
nian sound. 

In  following  these  practical  directions  we  must  take 
care  to  keep  to  ^;2^  author  as  our  model,  and  to  practivSe 
daily.  The  exercises  should  also  be  graduated  in  dijSi- 
culty:  in  retranslating  into  Latin,  for  example,  the 
work  should  at  first  be  done  immediately  after  reading 
the  passage,  and,  after  a  little  practice,  at  longer  in- 
tervals. 

With  a  view  to  promote  the  universal  and  ready 
acquisition  of  Latin,  Comenius  again  suggests,  as  part 
of  his  method,  the  institution  of  schools  which  would 
be  'Roman  cities,'  and  where  nothing  but  Latin  should 
be  spoken  or  heard. 

He  further  points  out  how,  by  the  adoption  of  his 
method,  the  learning  of  many  languages  would  be  fa- 
cilitated, for  not  only  would  the  same  method  be  fol- 


172  KDUCATlONAIv  SYSTEM   OF   COMENIUS 

lowed,  but  the  same  sequence  of  initiatory  books  in  a 
parallel  series.  The  Grammars  of  the  various  lan- 
guages also  would  be  constructed  on  the  same  lines  as 
the  Latin  grammar  in  so  far  as  the  languages  were 
common. 

After  showing  that  the  method  of  studying  language 
is  applicable,  mutatis  mutandis ^  to  all  arts  and  sciences, 
and  recommending  the  construction  of  systematic  com- 
pendiums  of  all  things  on  the  ascending  scale  of  his 
Latin  text-books  {e.g.,  in  Philosophy  a  Vestibulumy 
then  a  Janua,  and  then  an  Atrium),  Comenius  pro- 
ceeds to  show  the  influence  which  his  method  would 
exercise  in  improving  the  internal  condition  of  schools, 
in  promoting  learning  and  a  genuine,  thorough  and 
widespread  acquisition  of  the  Latin  tongue,  in  attract- 
ing the  learned  to  the  study  of  things  instead  of  words; 
and  concludes  with  an  appeal  to  theologians  and  to  the 
secular  powers. 


PART     III. 

COMKNIUS'S    TKXT-BOOKS   AND   THB   WAY   OF 
USING  THKM. 

In  the  writing  of  text-books  Comenius  had  his  prede- 
cessors. The  method  of  lyubinus,  which  I  have  briefly 
explained  on  page  154,  approximates  very  closely  to 
that  of  Comenius,  while  the/anua  of  the  Jesuit  father 
must  have  supplied  a  valuable  repertory  of  words  and 
phrases. 

It  is  to  mistake  Comenius 's  plan  to  say  that  his 
object  was  to  arrange  all  the  more  common  words  of 
the  Latin  tongue  in  a  series  of  sentences,  with  a  view 
to  exhaust  all  the  ordinary  vocabulary.  He  wishes  to 
attain  this  end  certainly,  but  through  things.  He  con- 
siders that  if  he  can  conceive  a  course  of  elementary 
lessons  on  thi7igs  in  general,  he  will  necessarily  call 
into  requisition  all  the  usual  vocabulary  of  Latin,  and 
So  teach  Latin  through  things.  This  is  in  accordance 
with  his  great  pansophic  idea. 

Thk  Vkstibui.um. 

First   Edition, 

This  Latin  Primer,  though  published  subsequently 
to  \h.^Janua,  comes  first  in  order.  It  is  an  introduc- 
tion to  th^Janua,  and,  for  this  reason,  Comenius  de- 

(173) 


174  TKXT  BOOKS   OF  COME^NIUS 

parted  from  his  first  intention  of  making  it  a  series  of 
simple  colloquies.  Upwards  of  looo  Latin  words  were 
selected  and  reduced  to  short  sentences,  all  of  them 
dealing  with  things  and  their  properties.  These  were 
thrown  into  seven  chapters  comprising  427  sentences. 
The  chapters  are  thus  entitled : — 

1.  Concerning  the  accidents  or  qualities  of  things;  no 
verbs  being  used  save  the  substantive  verb,  e,  g.,  '  Deus 
est  aeternus ;  mundus  temporarius :  Color  est  multi- 
plex :  creta  alba,  tabula  nigra,  cinnabaris  rubra.  Mel 
est  dulce,  sal  salsum.  Ossa  dura,  caro  mollis,  glacies 
lubrica,'  and  so  forth,  over  sixty-two  propositions. 

2.  Coficerning  the  actions  and  passio?is  of  things — 
e.  g.y  *  Sol  lucet,  luna  splendet,  stellae  micant.  Ignis 
ardet,  flamma  flagrat.  Herba  crescit,  folium  viret,  flos 
floret. '  In  this  w^ay  he  runs  through  the  most  obvious 
facts  concerning  things  in  the  heavens ;  the  elements ; 
man's  body  (^.  g.,  caput  repletur  cerebro,  tegiturque 
capillis,  excepto  vultu);  the  mind,  diseased  conditions, 
the  different  trades,  etc. 

3.  The  third  chapter  treats  of  the  ciraimstances  oj 
things,  and  this  enables  the  author  to  introduce  ad- 
verbs, prepositions,  and  numerals.  For  example: 
*  Ubi  fuisti?  unde  redis?  Ex  oppido.  Cum  nobis 
ducimus,  ante  nos  pellimus,  a  nobis  trudimus.' 

4.  The  fourth  chapter  treats  of  the  things  in  school. 
For  example:  'Atramentum  est  in  atramentario  :  ca- 
lami in  calamario;  quibus  scribimus  in  charta,'  etc. 

5.  The  fifth  chapter  treat  of  things  at  home, 

6.  Concerning  things  in  the  city, 

7.  Concerning  the  Virtues. 


VKSTIBULUM  175 

The  rule  followed  is  the  opposite  of  that  now  almost 
universal  in  elementary  books ;  words  are  never  re- 
peated if  it  be  possible  to  avoid  repetition. 

The  German  is  given  in  parallel  columns,  and  the 
pupil  is  required  to  read  the  German  first,  and  then  the 
Iratin.  The  lesson  said  in  the  morning  is  always  to  be 
written  in  the  afternoon.  After  going  several  times 
through  the  book,  the  pupil  learns  it  off  by  heart,  so 
many  sentences  each  day.  Along  with  the  reading, 
the  declension  and  conjugation  of  the  words  proceeds; 
first,  nouns  by  themselves,  then  nouns  with  adjectives. 
Tables  of  the  declensions  and  conjugations  are  ap- 
pended, to  which  reference  is  constantly  to  be  made. 
In  declining,  the  terminations  of  the  cases  are  not  to 
be  said  by  heart,  but  to  be  first  learned  by  practice, 
the  teacher  giving  the  vernacular  first:  e,g. ,  nubes — what 
is  of  2,  cloud?  what  is  to  ox  for  a  cloud?  and  so  on,  the 
boy  referring  to  his  tables.  After  this  has  been  done 
several  times,  the  tables  are  quickly  and  easily  com- 
mitted to  memory.  Thus  the  boy  who  has  properly 
mastered  this  I<atin  Primer,  will  have  acquired  looo 
vocables,  and  a  knowledge  of  the  regular  declensions 
and  conjugations. 

In  the  Dissertatio  de  sermonis  Latini  studio  he  enters 
■even  more  into  detail ;  the  Vestibulum,  he  says,  is  first 
to  be  read  and  written  out  for  the  sake  of  the  Latin 
Avords  only,  without  translation.  The  pupil  is  then  to 
begin  it  over  again  and  translate,  first,  the  vernacular 
into  the  Latin,  and  thereafter  the  Latin  into  the  ver- 
nacular. Some  knowledge  of  the  parts  of  speech  is  to 
be  obtained,  but  parsing  is  not  to  be  pressed.     The 


176  TEXT   BOOKS   OF   COMKNIUS 

chief  things  are  the  easy  reading  and  writing,  and  the 
thorough  acquisition  of  the  words.  The  vernacular 
version  is  to  be  prefixed  to  each  separate  sentence. 
(I^ater  the  author  was  content  with  a  vernacular  version 
printed  by  itself,  but  as  one  book  with  the  Latin) .  In 
all  cases  the  vernacular  is  to  be  first  learned.  The 
index  at  the  end  of  the  Vestibulum  is  to  be  used  in  this, 
way :  a  word  is  to  be  given,  and  the  sentence,  or  series 
of  words  in  the  text  where  it  is  found,  is  then  to  be 
given  by  the  pupil  from  memory.  The  writing  of  the 
morning's  lessons  at  the  afternoon  meetings  is  con- 
stantly insisted  on  by  Comenius,  because  this  exercise, 
by  engaging  the  senses,  fixes  the  exercise  in  the  minds. 
of  the  pupils .  The  learning  of  the  tables  of  declensions, 
is  to  be  begun  only  at  the  fourth  reading  of  the  text- 
book. Comenius  assumes  that  the  text-book  will  be 
perused  ten  times,  and  in  this  way  thoroughly  got  by 
heart.  Before  leaving  it,  exercises  were  to  be  given 
in  translating  into  Latin  fresh  sentences  more  or  lesa 
connected,  composed  of  the  words  in  the  Vestibulum 
and  its  index. 

Second  Edition, 

I  have  been  thus  particular  in  describing  the  first 
edition  of  the  Vestibulum,  and  the  mode  of  using  it, 
because  all  the  principles  of  Comenius 's  method  of 
procedure  are  exemplified  in  it,  in  so  far  as  these  can 
be  embodied  in  a  text-book,  and  because  it  exhibits 
the  plan  of  his  other  books. 

In  the  second  edition  of  the  Vestibulum  (published, 
or  at  least  written,  between   1650  and  1654,  during  hia 


VESTIBULUM  177 

school  experience  in  Hungary)  the  plan  is  altered. 
Comenius  had  made  up  his  mind  that,  as  children, 
when  learning  to  speak,  used  words  before  they  made 
sentences,  so  the  Vestibulum  should  consist  of  lists  of 
words  only,  with  this  condition,  that  there  should  be 
a  coherence  between  the  words  of  a  group,  thus : — 

57.  Elementa — Ignis,  aer,  aqua,  terra. 

58.  In  aethere — Sidera . 

A  quihus  veniunt — Calor,  frigus;  aestus,  gelu. 

59.  Sidera  sunt — Sol,  luna,  Stella. 

60.  In  sole  sunt — Lux,  radius,  lumen. 

Sine  lumine  est — Umbra,  caligo,  tenebrae. 

61.  Ab  igne  venit — Flamma,    scintilla,    fumus,  et 

fuligo. 
And  so  on,  selecting  associated  words,  and,  as  much  as 
possible,  primitive  words,  under  500  classes  of  things. 
The  words  are  in  number  about  5000.  The  boy  who 
had  got  up  the  whole  thoroughly  would  accordingly 
possess  some  5000  vocables,  besides  the  outlines  of 
Latin  accidence.  A  broader  basis  was  thus  laid  for 
that  encyclopaedic  knowledge  of  things,  and  of  words 
through  things,  than  could  otherwise  be  done.  ^ 

Mode  of  using  the  Vestibulum. — The  object  is  to  pre- 
pare for  \heJanMa.  The  class  using  the  book  must  be 
able  to  write  fluently,  as  well  as  to  read  articulately, 
Latin  words,  whether  in  print  or  MS.  They  will  learn 
by  heart  the  words  of  the  Latin  tongue  given  in  their 
text-book,  with  the  translation  of  them,  and  acquire 

1  We  get  hints  as  to  the  use  of  this  I<atin  Primer  from  Comen- 
ius's  letter  to  the  teacher  of  the  Vestibulary  class  at  Patak,  also 
from  ue  kesttbuiart  l^axts^  etc. 


178  TKXT   BOOKS   OF   COMENIUS 

perfect  familiarity  with  the  regular  declensions  and 
conjugations.  The  vernacular  of  the  Latin  is  to  be 
prefixed  to  the  school  editions  of  the  book,  and  this  is 
to  be  first  read  and  learned,  and  thereafter  the  Latin. 
In  this  way  the  words  which  introduce  to  the  elements 
of  encyclopaedic  knowledge  will  be  first  known  in  their 
relation  to  things,  and  then  the  Latin  words  in  relation 
to  the  vernacular,  the  pupil  thus  going  from  the  known 
to  the  unknown.  Two  months  should  be  spent  in 
thoroughly  understanding  and  acquiring  the  vernacular 
text,  in  fact  in  learning  it  by  heart,  before  entering  on 
the  Latin  equivalent.  The  Latin  text  is  then  to  occupy 
four  months .  The  teacher  is  always  to  read  and  explain 
beforehand  what  his  pupils  are  afterwards  to  read  and 
-explain,  and  to  be  careful  that  no  lesson  is  passed  from 
till  it  is  thoroughly  acquired.  The  pupils  are  then  to 
write  the  exercise  in  a  book  and  to  conclude  with  saying 
it  by  heart.  The  outlines  of  Latin  grammar  are  given 
in  Latin,  but  they  are  to  be  carefully  translated  and 
understood  before  being  learned.  Three  months  are 
presumed  to  sufiice  for  learning  the  grammar.  The 
directions  given  have  simply  reference  to  the  thorough 
acquisition  of  the  forms.  They  are  to  be  learned  by 
heart,  but  above  all,  questions  are  to  be  asked  in  every 
possible  way,  and  these  questions  are  to  be  put  in  Latin. 
Little  sentences  are  to  be  constructed,  illustrating  the 
cases,  tenses,  etc.,  etc.,  and  after  all  this  is  done  the 
text  of  the  Vestihulum  is  to  be  again  gone  over  and 
parsed.  The  Lexicon,  which  is  simply  a  list  of  words 
with  number-references  to  the  part  of  the  text  in  which 
they  may  be  found ,  is  finally  to  be  read  over — chiefly 


VESTIBULUM  179 

to  test  the  pupil's  knowledge  of  the  meaning  of  all  the 
words  he  is  presumed  now  to  have  acquired. 

In  his  Ventilabrum  Sapientiae  he  expresses  a  desire 
that  the  Vestibulum  should  be  thrown  into  a  dialogue 
form,  that  the  vernacular  of  the  Latin  rules  should  be 
printed  in  parallel  columns,  and  that  pictures  of  the 
things  named  should  be  introduced. 

In  1657  Comenius  published  an  addition  to  the  last 
edition  of  the  Vestibulum,  in  which  the  primitive  words 
already  used,  and  many  others,  were  worked  up  into 
short  simple  sentences.  This  book  (called  the  Auc- 
iarimn)  was  intended  to  serve  as  a  revision  of  the  work 
done  in  the  Vestibulum ,  to  initiate  into  the  construction 
of  sentences,  and  to  ser^^e  as  a  bridge  to  t\ie  Janua, 
But  it  was  distinguished  from  the  Vestibulum  in  this 
respect,  that  whereas  the  latter  was  an  arrangement  of 
words  under  the  head  of  Things  (classified),  the  former 
was  alphabetically  arranged — was  in  fact  a  lexicon 
thrown  into  simple  sentences — e,  g.,  under  B  we  have 
such  sentences  as  these :  Baccas  fert  laurus,  non  betula, 
vel  butus.  Bellua  maxima,  in  sylvis  est  barrus,  in 
aquis  balaena ;  and  so  forth.  The  title  of  the  book  was 
Parvulis  parvulus,  omjiibus  omnia.  Hoc  est,  Vestibuli 
Latinae  linguae  Auctarium;  voces  Lati?ias  primitivas 
construi  coeptas  etiri  sententiolas  breves  redactas  exhibens. 
In  praeludium  Sylvam  Latinam  i7igressgris  datam,  i.  e. 
'A  little  book  for  little  ones,  all  things  for  all :  that  is 
to  say,  a  Supplement  to  the  Vestibule  of  the  Latin 
tongue,  exhibiting  Latin  primitive  words  in  construc- 
tion, and  thrown  into  brief  little  sentences,  given  as  a 
prelude  to  those  about  to  enter  the  Latin  Forest' — the 


180  TEXT   BOOKS   OF   COMENIUS 

*  Forest '  being  the  collection  of  I^atin  words  which 
formed  the  introduction  to  the  last  edition  of  the 
Janua. 

An  accident  led  him  to  construct  the  Auctarium, 
When  in  Amsterdam  in  1656  he  had  his  attention 
directed  to  an  edition  of  the  Janua  ^  published  in 
England  with  additions — those  additions  professing  to 
give  the  roots  of  the  I^atin  tongue  woven  into  sen- 
tences. He  found  that  this  addition  departed  in  almost 
every  respect  from  the  principles  of  his  books,  and 
was  of  a  kind  to  disgust  rather  than  to  attract  boys. 
The  idea,  however,  pleased  him,  and  he  set  himself  to 
construct  the  supplement  to  the  Vestibulum  under  the 
title  above  given.  It  is  to  be  used  as  a  revisal  of  the 
Vestibulum  and  a  bridge  to  \h.^  Janua .  It  was  published 
in  1657. 

The  Janua  I^ingu^  Latins  reserata. 

First  Edition, 

The  full  title  of  this  famous  book  is  The  Gate  oj 
Languages  Unlocked^  or  the  Seminary  oJ  all  Languages 
and  Sciences:  that  is,  a  compendious  method  of  learn- 
ing Latin  or  any  other  tongue,  along  with  the  elements 
of  all  the  Sciences  and  Arts,  comprehended  under  a 
hundred  chapter-headings  and  in  a  thousand  sentences  ; 
first  published  in  the  year  1 63 1 . 

The  one  thousand  sentences  again  comprehend  eight 
thousand  different  words  in  all.  The  sentences  are  at 
first  simple,  and  thereafter  compound  and  complex. 
After  an  introduction  he  begins,  according  to  his  pan- 
sophic  or  encyclopaedic  plan,  with  the  origin  of  the 


JANUA   I.INGUARUM  181 

world,  and  in  the  course  of  his  lessons  takes  a  survey 
of  all  nature,  and  even  includes  morals  and  religion. 
It  frequently  happens,  however,  that  a  chapter  is 
introduced  for  the  sake  of  the  words,  not  of  the  things 
taught:  for  example,  the  chapter  on  Ulcers  and 
Wounds.  The  easiest  sentences  are  of  this  fashion, 
*  Deus  omnia  creavit  ex  nihilo.  *  The  more  difficult  are 
exemplified  by  the  following,  '  Incendium  ex  quavis 
scintilla,  si  permittis,  oritur.  Nam  quidquid  ignem 
concipit,  id  primum  gliscit,  dein  ardet,  tum  flagrat  et 
flammat;  postremo,  crematum  redigitur  in  favillas  et 
cineres.* 

Carrying  out  his  expressed  aim,  Comenius  en- 
deavors throughout  to  give  equal  attention  to  both 
things  and  w^ords,  but  it  is  things  that  give  the  cue. 
The  headings  of  some  of  his  chapters  will  convey  some 
idea  of  the  scope  of  his  writing : — Concerning  the 
Origin  of  the  World.  Concerning  the  Elements.  Con- 
cerning the  Firmament,  Fire,  Meteors,  Waters,  Earths, 
Stones,  Metals,  Trees  and  Fruits,  Herbs,  Shrubs. 
These  things  are  treated  of  in  thirteen  chapters  and 
one  hundred  and  forty-one  sentences.  Then  we  have 
'  Concerning  Animals,'  which, under  different  subdivi- 
sions, occupies  the  book  to  the  nineteenth  chapter 
inclusive.  Then,  Concerning  Man :  his  Body;  External 
Members;  Internal  Members;  the  qualities  or  acci- 
dents of  the  Body ;  Diseases ;  Ulcers  and  Wounds ; 
the  External  Senses ;  the  Integrnal  Senses  ;  Mind ;  the 
Will  and  the  Affections  :  these  occupy  the  book  to  the 
twenty-ninth  chapter  inclusive.  All  the  mechanic  arts 
now  follow,   and  are   concluded  in   the   forty-eighth 


182  TKXT   BOOKS   OF   COMKNIUS 

chapter  and  539th  sentence.  The  rest  of  the  book 
treats  of  the  House  and  its  parts :  Marriage  and  the 
Family,  in  which  occur  statements  which  are  very 
curious  as  showing  the  freedom  with  which  things  were 
spoken  about  to  the  young  of  250  years  ago.  Nexc 
follow  Civic  and  State  Economy,  including  a  descrip- 
tion of  officers  and  institutions.  The  seventieth  chap- 
ter begins  with  Grammar,  and  goes  on  to  Dialectic, 
Rhetoric,  Arithmetic,  Geometry,  and  all  branches  of 
knowledge,  briefly  describing  what  these  are.  In  the 
eighty-second  chapter  Kthics  is  introduced,  and  twelve 
chapters  are  assigned  to  twelve  virtues.  Games,  Death, 
Burial,  the  Providence  of  God  and  Angels,  form  the 
subjects  of  the  concluding  chapters.  This  is  encyclo- 
paedism. 

The  German  equivalent  ran  in  parallel  columns,  and 
was  to  be  read  first. 

Comenius  thus,  with  great  labor  and  no  small 
ingenuity,  gives  effect  to  his  own  conceptions  of  the 
substance  of  school -instruction  and  the  method  of 
teaching  languages  at  one  and  the  same  time.  The 
reader  will  at  once  see  that  the  lines  on  which  the 
Janua  are  constructed  are  precisely  the  same  as  those 
on  which  the  Vestibulum  is  laid  down,  and  the  follow- 
ing higher-class  text-book  {Atrium)  again  repeats  (as 
will  shortly  be  seen)  the  substance  of  the  Janua  in  a 
still  more  developed  and  extended  form.  A  brief 
grammatical  Appendix  and  Lexicon  was  to  be  added 
to  th.^ Janua,  but  I  have  not  met  with  these  except  in 
connection  with  the  new  edition,  of  which  I  will  now 
speak. 


JANUA   I^INGUARUM  183. 

Second  Edition. 

The  improved  form  of  the  Janua  was  published  be- 
tween 1650-54,  during  his  school  experience  in  Hun- 
gary, though  substantially  written  at  Elbing  before  1650. 
It  is  on  the  same  lines  as  the  first  edition,  but  much 
more  elaborate  and  more  difficult.  In  the  fifteenth 
chapter  of  the  Novissima  Linguarum  Methodus  he  partly 
explains  the  change  made.  He  has  discarded  the  re- 
striction he  had  previously  imposed  on  himself,  of  not 
repeating  words:  this  he  calls  a  superstition.  The 
greater  latitude  thus  allowed  enables  him  to  write  about 
*  things '  more  fully  and  freely .  The  I^exicon ,  or  Forest 
of  Words  {Sylva  Verborum),  strange  to  say  (and  con- 
trary to  his  original  plan),^  comes  first,  and  aims  at 
being  etymological  throughout.  Moreover,  it  is  Latin- 
I<atin  and  not  Latin-vernacular .  He  intends  this  Lexicon 
to  be  first  gone  over,  then  the  Grammar  which  follows, 
and  finally  the  Janua  itself.  As  to  a  vernacular-Latin 
Lexicon,  he  thinks  that  boys  should  construct  that  for 
themselves.  Again,  whereas  it  was  thought  desirable 
that  the  vernacular  should  accompany,  nay,  precede,  the 
Latin  in  the  original  Janua  ^  the  former  is  now  dis- 
carded. The  reasons  for  beginning  with  the  Lexicon, 
and  then  proceeding  to  the  Grammar  and  thereafter  to 
the  text  of  the  Janua,  curiously  illustrate  the  fanciful- 
ness  of  the  author's  mind.  '  When  we  want  to  build  a. 
[wooden]  house  we  first  go  to  the  wood  and  cut  down 
trees  (this  is  the  Lexicon  of  words);  then  we  shape 
and  fit  the  wood  cut  down  (this  is  the  Grammar);  and 

1  But  in  accordance  with  the  plan  of  the  second  edition  of  the 
Vestibulum, 


184  TEXT   BOOKS   OF    COMKNIUS 

it  is  only  then  we  proceed  to  build  the  house  (z.  ^. ,  to 
give  continuous  narrative).'  The  practical  result  is 
that  the  pupil  has  to  go  through  lists  of  vocables  which 
would  fill  two  hundred  octavo  pages,  and  then  a  Gram- 
mar which  would  fill  fifty,  before  he  begins  the  text- 
book itself.  The  text  itself  is  composed  of  one  hundred 
short  treatises  about  everything  on  the  earth,  in  the 
earth  and  above  the  earth,  including  an  account  of  man, 
and  brief  statements  of  morals  and  theology.  It  is,  in 
short,  an  encyclopaedia,  arranged  not  alphabetically, 
but  in  a  natural  order,  and  would  fill  250  pages  of  an 
ordinary  school-book.  Comenius  apologizes,  indeed, 
for  not  introducing  everything  about  everything ;  the  • 
state  of  knowledge,  he  regrets,  does  not  admit  of  it. 
The  vocables  of  the  Lexicon  are  not  by  any  means  ex- 
hausted in  the  text,  but  all  the  words  in  the  text  are 
understood  to  be  found  in  the  Lexicon ;  but  when 
the  boy  finds  them  there,  which  he  very  often  will 
not,  he  is  presented  with  their  significations  in  Latin 
only ! 

I  shall  give  here  a  specimen  of  his  lessons,  takimg 
the  beginning  of  his  eighteenth  lesson, 

Quadrupeda:  primum^  mansueta  pecora  et  jumenta. 

Quadrupes  quid,  161:  partes  illius  essentiales,  162: 
genera,  163:  pecora  majora,  164:  et  minora,  165, 
6,  7,  8:  jumenta,  169:  Canes,  feles,  mures,  170, 
71,  72. 


161.  Quadrupeda  progenerant  foetum  vivum,  alunt- 
que  lacte  uberum :  grandiora  unicum  et  rarius,  minu- 
tiora  plures  et  frequentius. 


JANUA  IvINGUARUM  185 

162.  Pro  integumento  habent  vel  pilos  vel  villos  vel 
lanam  vel  setas  vel  squamas ;  pedes  autem  vel  digi- 
tatos  armatos  unguibus  (ut  Canis,  etc.,)  vel  ungn- 
latos  :  et  quidem  ungulave  solid  a  (ut  equus)  vel  bifida 
(ut  bos). 

And  so  on  through  twelve  paragraphs. 

It  is  quite  clear  that  Comenius,  under  the  influence 
t)f  some  fantastic  notions  of  consistency  developed  in 
his  Novissima  Methodus,  has  deserted  nearly  all  that 
is  most  characteristic  and  original  in  his  S3^stem,  ex- 
cepting his  encyclopaedism.  Of  this  he  never  loses 
sight. 

Mode  of  using  the  Janua} — ^The  Lexicon,  or  words, 
come  first,  then  the  Grammar,  which  teaches  how  to 
weave  these  words  into  speech,  and  then  the  text  of 
the  Janua^  which  lays  the  foundations,  in  a  series 
•of  lessons,  of  all  knowledge.  Comenius  defends  this 
order,  as  I  have  said,  on  the  ground  that  words  are  the 
rudiments  of  speech,  and  that  the  materials  of  house- 
building must  be  supplied  before  we  begin  to  build  a 
liouse.  The  boys  accordingly  are  first  to  read  with  the 
master  the  words  and  their  derivatives,  asset  down  in 
the  lycxicon,  as  often  as  may  be  necessary,  then  take 
their  pens  and  transcribe  them  into  their  writing-books, 
and,  finally,  say  them  by  heart.  The  Grammar,  which 
is  a  complete  syntax  of  the  language,  omitting  ele- 
:gancies,  etc.,  is,  as  I  have  said,  Latin,  but  the  prior 
stuHy  of  the  Lexicon  is  presumed  to  make  the  Latin 
intelligible,  while  its  simple  construction,  as  compared 

1  See  Letter  to  the  Teacher  of  the  Janual  Class  ;  also  DeLatini 
sermonis  studio  dissertation  and  elsewhere. 


186  TEXT   BOOKS   OF   COMKNIUS 

with  other  Grammars,  makes  it  easy  and  attractive*. 
The  text  of  the  Janua  is  finally  to  be  taught  in  the: 
samer  manner  as  the  Vestibulum. 

In  his  later  years  Comenius  himself  became  sensible 
of  certain  defects,  and  recommended  that  the  ver- 
nacular of  all  words  should  be  given  in  the  Lexicon, 
and  also  that  the  vernacular  of  the  text  should  be^ 
printed  in  parallel  columns;  thus  returning  to  his. 
original  ideas. 

The  mode  of  using  the  Janua  is  given  in  more, 
detail  in  the  Dissertatio  de  Sermonis  Latini  Studio^  a 
^r^/>^^  of  the  first  edition,  and  he  there  tells  us  that 
the  object,  as  regards  mere  language,  is  to  give  the 
pupil  all  the  common  words  of  the  Latin  tongue,  to. 
teach  him  their  meanings  and  roots,  and  also  to- 
teach  him  to  form  sentences  out  of  them  with  gram- 
matical correctness.  An  Etymological  Lexicon  and  a 
Grammar  containing  the  body  of  the  language  (all  save- 
special  idioms  and  elegancies)  are  consequently  added.. 

Like  the  Vestibulum  the  Janua  is  to  be  gone  through 
ten  times.  At  the  second  reading  the  whole  should  be 
written  out,  vernacular  and  Latin.  The  teacher  should 
at  this  stage  speak  in  Latin  to  his  pupils,  and  induce 
them  also  to  speak  to  each  other  in  Latin ;  and  with  a 
view  to  the  increase  of  knowledge,  will  conversationally 
explain  and  amplify  the  lessons  oi  the  Janua.  At  the: 
third  reading,  the  teacher  will  read  out  the  Latin  and: 
call  for  the  translation.  Meanwhile  the  first  part  of 
the  Syntactical  Grammar  will  be  written  out  by  the 
pupils.  At  the  fourth  perusal,  the  remainder  of  the 
Grammar  will  be  written  out,  and  the  naming  of  the: 


JANUA  LINGUARUM  187 

parts  of  speech  and  of  the  inflexions  in  the  text  of 
the /anua  thoroughly  acquired.  At  the  fifth  reading, 
special  attention  will  be  given  to  the  roots  and  deri- 
vatives, and  the  pupils  will  begin  to  write  out  the 
Lexicon.  At  the  sixth  perusal,  synonyms,  paronyms, 
etc.,  will  be  explained;  and  at  the  seventh  reading  .the 
whole  will  be  thoroughly  parsed  with  reference  to  the 
syntactical  rules,  which  will  be  written  out  carefully 
with  their  subjoined  examples.  The  recitation  of  the 
text  will  begin  at  the  eighth  perusal.  At  the  ninth 
reading  special  attention  will  be  paid  to  the  logical 
analysis — examination  on  the  substance  of  the  text 
and  on  grammar.  This  sharpens  the  wit.  The  after- 
noon is  always  to  be  spent  in  writing  out  the  morning's 
work,  in  throwing  the /anua  into  the  form  of  question 
and  answer.  The  tenth  perusal  will  consist  of  the 
boys  challenging  each  other  to  repeat  parts  of  the 
text.  The  written  exercises  will  consist  of  Latin  com- 
positions, the  vernacular  being  constructed  by  the 
teacher  (apologues,  fables,  etc.)  out  of  the  words  in 
the /anua  audits  Lexicon,  and  translated  into  Latin  by 
the  pupils. 

,  It  has  to  be  noted  that  Comenius,  in  his  preface  to 
his  Auctarium  (vol.  iv.),  distinctly  repudiates  the  first 
edition  oi  the /anua,  and  wishes  to  be  judged  by  the 
second  edition,  which  is  substantially  a  new  book. 
His  words  are: — '  Januam  nostram  linguarum  postre- 
mam — pleniorem  illam  Encyclopaediolae  faciem  re- 
ferentem  et  prae  qua  priorem  illam  non  amplius  agnos- 
cimus  nostram.'  In  doing  so  he  deserted  his  own 
principles. 


188  text  books  of  comknius 

Thk  Atrium. 

The  third  lyatin  book  was  called  the  Atrium,  and  this 
was  to  effect  the  transition  from  the  Janua  to  the 
Palatium  or  Palace  of  Authors}  Comenius  now  wishes 
to  introduce  the  pupil  to  the  Latin  tongue,  used  in  a 
freer  way  than  in  t)i^  Janua,  The  sentences  are  lon- 
ger, and  the  treatment  of  each  subject  more  ample. 
The  main  end  kept  in  view  is  the  familiarizing  of 
the  pupil  with  the  elegancies  and  idioms  of  the  lan- 
guage, and  the  introducing  him  to  rhetoric  in  a  prac- 
tical form.  To  effect  this,  he  gives  a  Grammar  of 
Latin  specially  designed  to  gather  into  one  view  the 
peculiarities  and  elegancies  of  the  Latin  tongue.  This 
Grammar  is  written  in  Latin,  and  the  pupil  is  to  be 
now  presumed  competent  to  understand  it.  While 
intent  on  giving  the  pupil  acquaintance  with  the  varie- 
ties and  peculiarities  of  Latin  and  furnishing  him  with«a 
liberal  copia  verhorum,  he  does  not  depart  from  his 
great  principle  to  make  things  carry  words.  The  text 
of  the  Atrium  follows  the  same  line  as  theja?i2ia,  but 
indulges  in  a  larger  and  more  detailed  treatment  of  the 
same  subjects.  In  th.^  Janua,  for  example,  he  contents 
himself  with  such  a  sentence  as  this: — 

'  Omnia  reliqua  ex  his  [quatuor  elementis]  constant. 
Quippe  ex  iis  generantur,  iis  nutriuntur  in  eademdum 
corrumpuntur  resolvuntur.' 

In  the  Atrium  he  expands  this  as  follows: 

'  Hae  suntelementaris  mundi  rotae  quatuor,  per  quas 
eunt  et  redeunt  omnia.     Elementis  vacans  locus  nullus 
1  The  Atrium  is  called  elsewhere  Falatium  in  the  Didactica, 
and  the  Palatium  is  called  the  Thesaurus, 


ATRIUM  189 

est:  omnia  his  referta  tamque  dense  stipata  sunt 
ut  inane  spatium  nusquam  detur,  sed  agitatio,  attritus, 
permistio ;  quorum  temperatura  salutem  dat  rebus,  in- 
temperies  perniciem.  Solatio  est,  si  quid  corrumpitur, 
in  sua  redire  principia  indeque  res  prodire  novas.' 

And  so  on  with  the  usual  lOO  chapters  and  looo 
paragraphs  (which,  in  the  Janua — first  edition — 
were  merely  short  sentences).  In  the  edition  before 
me,  the  Atrium  extends  over  153  folio  columns,  and 
is  considerably  longer  than  Caesar's  Gallic  War. 

The  comparison  of  the  two  passages  which  I  have 
cited  will  give  a  clear  idea  of  the  differences  between 
the  two  books. 

This  book  having  been  thoroughly  mastered,  along 
with  its  accompanying  Grammar,  the  pupil  is  now  sup- 
posed to  be  able  to  enter  freely  on  the  study  of  Latin 
authors,  a  Palatium  or  Thesaurus  of  selected  works 
being  put  before  him.  And  certainly  any  boy,  who 
had  mastered  it,  would  be  quite  competent  to  attack 
Caesar,  Sallust,  and  the  easier  Orations  of  Cicero. 
The  poets,  however,  would  present  a  difficulty,  for 
the  reading  of  whom  the  way  had  not  been  prepared. 

Mode  of  2ising  the  Atrium. — A  complete  Latin  Gram- 
mar in  Latin  is  prefixed  to  the  Atrium,  and  is  to  be 
first  studied  by  the  pupils ;  then  the  text,  and  finally 
the  Lexicon.  The  general  method  of  procedure  is  pre- 
sumed to  be  the  same  as  in  the  Janua,  but  on  this 
Comenius  is  not  explicit,  and  it  would  seem  as  if  he 
considered  the  printing  of  the  vernacular  to  be  un- 
necessary at  this  advanced  stage.  We  cannot  imagine 
that  he  intended  the  Atrium,  with  its  Grammar,  to  be 


190  TEXT   BOOKS   OF   COMKNIUS 

learned  by  heart.     The  human  mind  could  not  have 
borne  the  burden. 


Subsidiary  Tkxt-Books. 

I.  The  Orbis  Pictus  (The  World  Illustrated^. 

In  1657  appeared  the  Orbis  Pictus^  the  second  edi- 
tion following  in  1659.  This  book  was  intended  to  be 
supplementary  and  subsidiary  to  the  Vestibulum  and 
Jajiua.  It  is  simpler  than  even  the  first  edition  of  the 
Janua,  and  much  more  suitable  for  a  school-book  than 
the  second  edition  of  the  Vestibulum.  In  this  little 
book  Comenius  applies  his  principles  more  fully  than 
in  any  other,  for  we  have  not  only  a  simple  treatment 
of  things  in  general,  but  of  things  that  appeal  to  the 
senses,  and  along  with  the  lessons  we  have  pictures  of 
the  objects  that  form  the  subjects  of  the  lessons.  In- 
deed, the  book  may  be  best  described  as  a  series  of 
rude  engravings  of  sensible  objects,  accompanied  by  a 
description  of  them  in  short  and  easy  sentences.  For 
example,  we  have  the  picture  of  a  ship  with  its  sails 
partly  set,  and  a  number  attached  to  each  part  of  the 
ship,  which  corresponds  to  a  number  in  the  les- 
son— thus:  the  No.  2  is  engraved  on  the  sails,  and 
in  the  lesson  we  have  this  sentence,  '  The  ship  has 
(2)  sails.'  The  title  of  the  book  was,  '  The  World  of 
Sensible  Things  drawn  ;  that  is,  the  Nomenclature 
of  all  Fundamental  Things  in  the  World  and  Actions 
in  Life  reduced  to  Ocular   Demonstration,  so  that  it 


OBIS  PICTUS.  191 

may  be  a  lyamp  to  the  Vestibulum  and  Janua  of  I^an- 
guages.'^ 

There  were  various  editions  of  the  Orbis ;  that 
however  which  was  in  most  complete  accord  with  Co- 
jnenius's  plan  was  arranged  in  three  columns,  thus: — 

Super  terra  auf  der  Brden  terra,  f.,1  Brde. 

sunt  sond 

alti  montesl  hohe  Bergei  altus-a-um,  hoch, 

profondae  vanes2     tiefe  Thaler2  profundus-a-um,  tief. 

Etc.  Etc.  Etc. 

The  figures  referred  to  a  wood-engraving  of  a  land- 
scape on  the  same  page,  and  were  afiixed  to  the  moun- 
tains, hills,  etc.,  as  has  been  explained  above  in  the 
case  of  the  lesson  on  the  ship. 

'The  foundation  of  all  learning  consists,'  says  Co- 
menius  in  the  preface,  '  in  representing  clearly  to  the 
senses  sensible  objects,  so  that  they  can  be  appre- 
hended easily.  I  maintain  that  this  is  the  basis  of  all 
other  actions,  inasmuch  as  we  could  neither  act  nor 
3peak  wisely  unless  we  comprehended  clearly  what  we 
wished  to  say  or  do.  For  it  is  certain  that  there  is 
nothing  in  the  Understanding  which  has  not  been 
previously  in  the  Sense  ;  and  consequently,  to  exercise 
the  senses  carefully  in  discriminating  the  differences  of 
natural  objects  is  to  lay  the  foundation  of  all  wisdom, 
^11  eloquence,  and  all  good  and  prudent  action/  It  is 
the  absence  from  the  school  of  the  object  about  which 
we  may  be  speaking  that  makes  learning  and  teaching 
alike  so  troublesome  and  fruitless. 

1  In  some  of  the  very  numerous  editions  the  title  is  slightly 
modified.  The  editions  also  varied  in  other  respects,  but  the 
-above  gives  Comenius's  own  conception  of  the  book. 


192  TEXT   BOOKS   OF   COMKNIUvS 

The  cuts  were  done  by  Michael  Endter  of  Nurem- 
berg, to  whom  he  felt  most  grateful  for  his  labors^ 
and  for  enabling  him  to  complete  his  design  of  an  ele- 
mentary book.  'This  work, 'he  writes,  'belongs  to- 
you  ;  it  is  entirely  new  in  your  profession.  You  have, 
given  a  correct  and  clear  edition  of  the  Orbis  Pidus, 
and  furnished  figures  and  cuts,  by  the  help  of  which 
the  attention  will  be  awakened  and  the  imagination 
pleased.  This  will,  it  is  true,  increase  the  expense  of 
the  publication,  but  it  will  be  certainly  returned  to 
you.' 

It  was  consistent  with  the  plan  of  the  book,  that  it 
should  contain  the  vernacular  only,  or  the  Latin  only, 
or  both.  Comenius  suggests  that  the  vernacular  itself 
would  be  best  learned  from  the  Orbis.  The  Ja7iuci 
had  an  enormous  sale,  and  was  published  in  many 
languages  ;  but  the  editions  and  sale  of  the  Orbis  Pictus 
far  exceeded  those  of  \h^JanMa,  and,  indeed,  for  some 
time  it  was  the  most  popular  school-book  in  Europe,, 
and  deservedly  so. 

2.     The  Schola  Ludus, 

Comenius  frequently  states  in  his  writings  that  the 
elements  of  sport  should  be  introduced  into  schools  > 
and  with  this  view  constructs  a  school  drama,  in  which 
the  Janua  (and  a  good  deal  of  the  language  of  the 
Atrium)  is  introduced.  The  title  is,  Schola  Ludus  seu. 
Encyclopaedia  Viva,  Hoc  est,  Januae  Linguarum  praxis 
Scenica  :  res  omnes  7iomenclatura  Vestitas  et  VestiendaSy 
sensibus  ad  vivum  repraesentandi  artijicium  exhibeits: 
amoenum.     In  this  singular  production  there  are  fivq: 


SCHOI.A   I.UDUS  193 

acts,  twenty-one  scenes  and  fifty-two  dramatis  per- 
so7iae.  The  object  of  the  author  is  to  give  a  theatric 
praxis  of  the /a7iua,  and  partially  of  the  Atrium^  by 
bringing  the  facts  of  the  natural  world  into  a  scenic 
representation.  The  characters  represent  the  various 
departments  of  knowledge,  e,  g,,  the  geographer,  the 
metallurgist,  the  chemist,  and  so  forth.  For  example, 
in  the  fifth  scene  of  the  second  act.  Water  is  the  sub- 
ject, and  there  enter  on  the  stage  the  following  person- 
ages :  —  Aquinus  (representing  water  in  general), 
Marius  (representing  the  sea) ,  Nubianus  (representing 
the  clouds),  and  Stillico  (representing  rain- drops,  ice, 
foam,  etc.).  These  interesting  characters  give  a  great 
deal  of  valuable  information.  Anything  more  dreary 
than  this  s^orMwe  Janua  it  is  impossible  to  conceive  ; 
yet  he  assures  us,  in  his  dedicatory  epistle,  written  at 
Amsterdam  in  1657,  ^^^^  it  was  most  popular  and 
successful  with  boys  and  masters  !  and  elsewhere  he 
says  that  it  was  performed  with  great  applause  before 
the  Princess  and  all  her  Court  in  Hungary.  He  be 
lieve  that  all  school-exercises  might  be  converted  into 
games. 

Comenius  was  of  opinion  that  every  stage  of  school- 
w^ork  during  the  Pansophic  septennium  might  have  its 
dramatic  exhibition.  This  dramatic  sport  in  intellec- 
tual work  he  connects  mystically  with  the  words  of 
Wisdom  (the  Son) ,  in  the  8th  chapter  of  Proverbs  :  '  I 
was  by  Him  as  one  brought  up  with  him  ;  and  I  was 
daily  his  delight,  rejoicing  always  before  Him  ;  rejoic- 
ing in  the  habitable  part  of  His  earth  ;  and  my  delights 
were  with  the  sons  of  men !  ' 


194  TEXT   BOOKS   OF   COMKNIUS 

The  signification  of  Ludus  as  the  Latin  for  school 
had  also  its  influence  in  suggesting  these  dramatic 
exhibitions.^ 

3.     Text-Book  of  Greek, 

He  gives  a  specimen  of  what  he  would  propose  for 
boys  learning  Greek  in  his  Ventilabrum  Sapientiaey 
published  in  1657.  It  is,  as  might  be  expected,  Latin- 
Greek.  He  proposes  that  Vocabularies  should  be 
taught  to  begin  with —  i.  The  words  that  are  alike  in 
Latin  and  Greek,  e.  g.,  Abyssus,  a/3vddo<5.  2.  Those 
which  differ  very  little,  e.g.,  fama,  epTJ/u?^,  forma,  fxocpprj. 
.3.  The  more  common  words  not  alike,  e.g.,  frater 
d 8sX(pdi.  Then  a  few  brief  Greek  rules  should  be  given , 
and  an  outline  of  Greek  accidence  appended  to  the 
body  of  the  book.  As  his  chief  object  was  to  introduce 
to  the  Greek  Testament,  the  text-book,  he  says,  ought 
to  consist  of  100  select  sentences  of  a  moral  kind  (the 
Latin  and  Greek  in  parallel  columns) ,  to  be  thoroughly 
learned,  the  Lord's  Prayer,  the  Creed,  and  the  Ten 
Commandments.  This  would  constitute  a  Vestibulum, 
to  be  followed  by  a  Janua,  consisting  of  the  Greek 
Testament  in  Latin  and  Greek,  or  it  might  be  a  sum- 
mary of  Testament  narrative  and  of  the  Christian 
faith. 

So  with  Hebrew. 

In  concluding  this  account  of  the  text-books,  it  has 

to  be  stated   that  Comenius  himself  in  his  old  age 

admitted  that  he  had  departed  from  one  of  his  own 

leading  principles  in  attempting  to  teach  too  much 

1  For  the  Palatium^  see  end  of  next  chapter. 


'TEXT   BOOK   OF   GRKEK  195 

within  a  limited  space  and  time,  and  had  burdened  the 
mind  of  boys  with  what  was  suitable  only  for  adults.^ 

1  A  knowledge  of  the  Text-Books  is  best  to  be  obtained  from 
the  books  themselves,  but  in  connection  with  them  the  prefaces 
should  be  read,  and  the  letters  addressed  to  the  teachers  of  the 
new  Patak  School,  an  account  of  which  is  contained  in  the  next 
chapter. 


PART     IV. 

THK   INNER   ORGANIZATION   OF   A   PANSOPHIC 
SCHOOL   AND   THK   INSTRUCTION -PLAN. 

Thk  external  organization  of  a  school-system  has 
been  exhibited  in  the  Great  Didactic.  The  Mother 
School,  the  Vernacular  School,  the  I^atin  School  or 
Gymnasium,  and  the  University,  constituted  together 
Comenius's  school-system  for  a  State.  The  existing* 
school-systems  of  Modern  Europe,  and  especially  that 
of  Germany,  are  a  tribute  to  Comenius's  sound  judg- 
ment. The  organization  of  instruction  is  certainly  not 
in  accordance  with  Comenius's  pansophic  or  encyclo- 
paedic aspirations,  but  the  attention  which  is  now  given 
to  real  studies,  and  to  the  cultivation  of  the  senses, 
substantially  gives  effect  to  his  views. 

The  inner  character  and  life  of  a  school  —  a  I,atin 
school  or  Gymnasium  being  kept  specially  in  view — is 
to  be  gathered  from  the  25th  chapter  of  the  Novissima 
Methodus^  and  from  the  numerous  writings  of  the 
period  from  1650-54,  when  Comenius  was  engaged  in 
organizing  a  model  school  at  Patak,  in  the  north-east 
of  Hungary,  about  twenty  miles  from  Tokay. ^  These 
writings  are  numerous,  prolix,  and  very  tiresome  be- 
cause of  their  repetitions.     The  following  account  is 

1  On  the  Theiss,  known  as  the  entrepot  of  the  Tokay  wine. 
(196) 


A   PANSOPHIC  SCHOOI.  197 

based  on  an  examination  of  all  these  writings,  and 
ought  to  be  compared  with  the  ideas  of  the  various 
graded  schools  expounded  in  the  '  Great  Didactic* 

Thk  Schooi.. 

The  word  school,  scko/a  or  luduSj  indicates  an  in- 
stitution where  many  are  assembled  together  to  strive 
for  some  end,  but  to  strive  under  the  conditions  of 
play;  and  these  conditions  are  movement,  spontaneity, 
society,  rivalry,  order,  and  pleasurable  exercise,  all  of 
which  things  are  to  be  attained  by  following  the 
methods  laid  down.  The  school  will  thus  truly  become 
a  ludus  liter arius.  The  object  of  the  school  as  a  prelude 
of  life  is  to  train  pupils  to  know  with  a  view  to  wis- 
dom, to  act,  to  express  themselves, — sapere^  agere^ 
loqui.  The  letters  of  the  words  themselves  yield  the 
aims  of  the  school,  thus :  — 

Sapienter 
Cogitare : 
Honeste 
Operari : 
lyoqui 
Argute. 

The  initial  letters,  it  will  be  observed,  make  the  word 
Schola,  and  this  quite  suits  Comenius's  fanciful  way 
of  looking  at  things,  and  evidently  yields  him  a  real 
satisfaction.  The  foundation  of  all  is  Knowledge,  be- 
cause to  act  wisely  or  speak  well  is  impossible  for  an 
ignorant  or  foolish  person. 

A  school  has  been  called    Officina   Humanitatis^   a 


198  EDUCATlONAIv  SYSTEM   OF  COMKNIUS 

manufactory  of  humanity,  and  this  designation,  as 
appears  from  the  Great  Didactic,  Comenius  adopts. 

Now,  when  we  say  that  the  school  is  a  manufactory 
of  Humanity^  we  mean  that  it  has  to  aim  at  producing 
in  men  that  perfection  of  humanity  whereby  a  man 
becomes  the  image  of  God,  the  most  Wise,  most 
Powerful,  most  Holy. 

When  we  say  that  the  school  is  an  Officina,  we 
mean  that  it  is  a  place  where  by  the  use  of  certain 
instruments  and  a  certain  art,  we  accomplish  what  we 
desire  to  accomplish.  The  instruments  are  the  persons 
and  things  employed  in  teaching  and  learning,  and  the 
art  is  the  method  laid  down  whereby  tongue,  action, 
hand  and  morals  become  what  we  desire  them  to 
become. 

These  generally  are  the  aims  and  characteristics  of 
a  school  when  we  have  passed  within  its  walls.  While 
keeping  them  carefully  in  view,  we  have  to  lay  down 
our  scheme  more  fully. 

General  Statement, 

The  aim  is  pansophic  or  encyclopaedic.  We  have  to 
teach  all  things  to  all,  if  we  would  train  to  knowledge 
and  wisdom.  We  have  to  instruct  in  morality  and 
train  to  virtue ;  we  have  to  instil  piety  and  train  to  a 
pious  habit;  and,  finally,  we  have  to  form  the  tongue 
to  expression  and  eloquence.  Only  in  this  way  can 
we  train  man  to  true  humanity,  and  make  him  again 
the  image  of  God. 

With  this  view  the  school  must  be  organized,  and  a 
set  amount   of  work   marked   out   for  each  grade  or 


A   PANSOPHIC   SCHOOI.  199 

class.  There  should  be  seven  classes  (those  in  the 
lowest  class  being  about  twelve  years  of  age).  The 
three  lowest  classes  should  be  called  Philological ;  the 
fourth,  Philosophical  ;  the  fifth,  Logical ;  the  sixth, 
Political;  and  the  seventh,  Theological. 

The  Philological  classes  would  naturally  be  desig- 
nated by  the  text-books  they  used  :  the  first  or  lowest, 
which  would  use  the  Vestibulum,  being  called  Classis 
VestibulaTLs  y  the  second  Classis  J anualis  ^  and  the  third 
Classis  Atrialis.  The  Philosophical  class  would  give 
a  rational  account  of  things  ;  the  Logical  would  give 
discipline  in  reasoning  ;  the  Political  would  give  in- 
struction in  laws  and  the  social  order  (including 
history);  and  the  Theological  would  instruct  in  the 
mysteries  of  the  Kingdom  of  Heaven. 

A  separate  room  and  a  separate  master  should  be 
provided  for  each  class,  and  the  building  should  be  on 
an  ample  scale.  There  should  be  a  public  table  for 
poor  scholars,  so  that  the  res  augusta  domi  should  be 
an  obstacle  to  none. 

In  a  school  so  organized,  and  with  such  aims,  the 
pupils  will  learn  all  things  necessary  for  this  life  and 
the  next,  and  that  thoroughly.  It  will  be  a  school  of 
Universal  Wisdom — in  other  words,  a  Schola  Pan- 
sophica}  '  There  is  nothing  in  Heaven  or  Earth,  or  in 
the  Waters,  nothing  in  the  Abyss  under  the  earth, 
nothing  in   the  Human   Body,  nothing  in  the  Soul, 

1  *  Schola  Pansophica  :  Hoc  est,  UniversaHs  Sapientiae  offi- 
cina  ab  annis  aHquot  ubiubigentium  erigi  optata  :  nunc  autem 
Auspiciis  Illustrissimi  Domini  D.  Sigismundi  Racoci  de  Felseo^ 
vadas,  etc.  Saros-Pataki  Hungarorum  feliciter  erigenda^ 
Anno  redditae  mundi  salutis  mdcw.' 


200  KDUCATIONAL  SYSTEM   OF   COMKNIUS 

nothing  in  Holy  V/rit,  nothing  in  the  Arts,  nothing  in 
Economy,  nothing  in  Polity,  nothing  in  the  Church, 
of  which  the  little  candidates  of  Wisdom  shall  be 
wholly  ignorant. '  They  will  be  trained  further  in  the 
true  and  spontaneous  use  of  knowledge,  and  in  pru- 
dence and  morality.  In  this  palaestra  they  '  will 
learn,  not  for  school,  but  for  life,'  so  that  the  youths 
shall  go  forth  energetic,  ready  for  everything,  apt, 
industrious,  and  worthy  of  being  intrusted  with  any  of 
the  duties  of  life,  and  this  all  the  more  if  they  have 
added  to  virtue  a  sweet  conversation,  and  have  crowned 
all  with  the  fear  and  love  of  God.  They  will  also  go 
forth  capable  of  expression  and  eloquence,  and  that 
not  merely  in  their  own  tongue,  but  in  the  I^atin, 
Greek,  and  Hebrew. 

For  the  attainment  of  these  great  results  three  in- 
struments are  necessary:  good  books,  good  teachers, 
and  a  good  method. 

The  seven  classes  into  which  the  school  is  to  be 
divided  are  to  consist  respectively  of  those  pupils  who 
are  at  the  same  stage  of  progress,  and  are  pursuing  the 
same  objects  of  study.  Each  class  should  be  in  a 
separate  room,  that  the  attention  of  the  pupils  may 
not  be  distracted.  Each  class,  again,  should  be  di- 
vided into  decuriae  composed  of  ten  boys  each,  and 
presided  over  by  a  boy  older  or  more  advanced  than 
his  fellows,  who  should  be  called  Moderator,  Inspec- 
tor, Psedagogus,  or  Decurio.  The  duty  of  the  decurio 
will  be  to  see  that  all  the  boys  of  his  division  are  in 
their  places  at  the  right  time,  that  they  attend  to  the 
work  of  the  moment,  to  assist  backward  boys,  or  report 


A  PANSOPHIC  SCHOOI.  201 

them  to  the  preceptor,  and  to  be  an  example  of  conduct 
to  all.  The  master  himself  shall  not  stand  m  a  corner 
nor  shall  he  walk  about,  but  he  will  occupy  a  raised 
position  facing  the  light,  so  that  he  may  see  and  be 
seen  by  all,  and  where  drawings  and  illustrations  of 
lessons  may  also  be  easily  seen. 

The  school-time  must  be  so  ordered  that  every  year, 
month,  week,  day,  hour,  may  have  its  own  task.  The 
tasks  should  be  so  arranged  that  they  are  within  the 
powers  of  the  average  mind  :  in  this  way  the  more 
ordinary  natures  will  be  stimulated,  while  the  more 
precocious  and  brilliant  will  be  retarded  to  their  ad- 
vantage. Pupils  should  be  admitted  only  at  the  be- 
ginning of  the  school  year.  On  no  day  should  boys  do 
more  than  six  hours'  work,  and  those  all  in  public  and 
in  school.  The  rest  should  be  given  to  relaxation  and 
domestic  duties.  The  school  is  the  proper  place  for 
school  work  ;  moreover,  home-work  is  apt  to  be  badly 
done,  and  badly  done  work  is  more  hurtful  than 
no  work  at  all.  The  hours  should  not  be  consecutive ; 
the  morning  should  be  devoted  to  studies  that  call  into 
xequisition  the  intellect,  the  judgment,  and  the  memory; 
the  afternoon  to  the  discipline  of  hand,  voice,  style, 
demeanor  (  gestus) . 

The  occupations  of  the  Pansophic  school  are  not  all 
of  equal  importance.  They  may  be  classed  as  pri- 
mary, secondary,  and  tertiary.  The  primary  are  those 
which  contain  the  essence  or  substance  of  Wisdom 
(knowledge).  Virtue,  Piety,  and  Eloquence,  such  as 
Xanguages,  Philosophy,  and  Theology  ;  the  secondary 
;are  auxiliary  to  these,  such  as  history ;  the  tertiary 


202  KDUCATIONAL  SYSTEM   OF   COMKNIUS 

only  indirectly  contribute  to  the  primary  occupations^ 
e,g.^  all  that  pertain  to  vigor  of  health  and  mental  alac- 
rity, such  as  recreation  and  sports.  But  all  the  occu- 
pations and  studies  have  a  place  at  each  successive  stage 
of  progress,  and  are  to  be  presented  according  to  the- 
same  method. 

At  the  same  time,  the  order  of  the  instruction  is; 
subject  to  certain  general  laws :  for  in  the  younger 
classes  we  have  to  appeal  chiefly  to  the  senses,  and 
to  cultivate  observation;  and  as  the  pupils  advance,. 
we  draw  more  on  the  activity  of  the  memory,  the 
intellect  proper,  and  the  power  of  expressing  what  ia 
known. 

In  the  exercise  of  these  powers  there  are  also  degrees:: 
for  example,  under  the  head  of  the  Intellect  there  are 
three  stages ;  the  first  comprehends  the  statement  of 
fact,  the  second  the  why  of  the  fact,  and  the  third  the 
fundamental  principles  which  underlie  the  fact  and 
its  reason,  and  enable  the  student  to  extend  his  in- 
vestigations in  the  same  line  :  for  example,  a  knowl- 
edge of  the  compass  and  of  the  use  of  it  is  the  first 
stage,  a  knowledge  of  its  construction  and  relation  to 
other  things  is  the  second  stage,  and  such  a  knowl- 
edge of  the  principles  lying  at  the  foundation  of  its. 
construction  and  application  as  will  enable  the  student 
to  advance  further  in  the  same  line  of  investigation  is 
the  third  stage.  So  in  Language  you  have  three 
stages :  the  power  to  prattle,  to  speak,  and  to  speak 
eloquently,  and  instruction  must  proceed  in  this  order. 
The  same  remarks  apply  to  the  graduated  order  of 
auxiliary  studies,  such  as  History.     The  word  is  used 


A  PANSOPHIC   SCHOOI.  203 

in  an  extended  sense :  in  the  third,  or  Atrial  class, 
it  means  stories  which  bear  on  the  daily  affairs  of  life 
and  on  morals ;  in  the  fourth,  or  Philosophical  class, 
it  deals  with  Natural  History — the  study  of  the  works 
of  God  ;  in  the  fifth,  or  Logical  class,  it  deals  with  the 
history  of  human  inventions — mechanical  history  ;  in 
the  sixth,  or  Political  class,  it  deals  with  the  history  of 
the  customs  of  various  nations  ;  and  in  the  seventh,  or 
Theological  class,  it  deals  with  the  universal  history 
of  man  in  the  Providence  of  God.  The  first  or  Ves- 
tibulary,  and  the  second,  or  Janual  class,  are  here 
omitted,  because  they  are  occupied  with  the  mere 
nomenclature  of  things,  which  stands  for  history  to 
young  children.  The  same  remarks  apply  (but  are  not 
always  successfully  applied  by  Comenius)  to  all  the 
studies  and  exercises  of  the  school. 

The  senses,  he  has  said,  have  to  be  specially  ap- 
pealed to  in  the  earliest  classes,  since  they  are  the 
guides  to  knowledge.  We  do  not  speak  to  our  pupils, 
but  the  things  themselves;  and  everything  should  be 
taught  by  means  of  the  things  themselves,  or  where 
these  fail,  by  accurate  representations  of  them.  The 
walls  of  the  school  should  be  hung  with  pictures,  and 
the  reading  books  should  be  full  of  them.  The  intel- 
lect again  will  be  exercised  by  the  explanation  of 
everything  that  is  read  or  taught,  and  by  requiring  the 
explanation  to  be  given  by  the  scholars,  —  for  we  do 
not  form  parrots,  but  men.  The  memory  also  has  to 
be  cultivated,  for,  as  Quintilian  says,  Tantum  scimus 
quantum  memoria  tenemus.  But  the  exercise  of  the 
memory  does  not  mean  the  wearing  the  pupil  out  by 


204:  KDUCATlONAIy  SYSTKM   OF  COMKNIUS 

requiring  him  to  learn  things  off  by  heart ;  but  the  fre- 
quent and  sufficient  presentation  of  things  clearly  under- 
stood, till,  of  their  own  accord,  they  adhere.  Weekly 
memory-contests,  at  which  the  pupils  challenge  each 
other  to  state  what  has  been  learned,  will  be  of  value 
in  stimulating  the  memory. 

As  regards  style  :  let  the  pupils  be  required  to  write 
weekl}^  letters  to  one  another  on  given  subjects,  and 
let  the  decurio  look  after  these,  under  the  supervision 
of  the  master. 

The  tongue  will  be  exercised  by  requiring  that 
the  conversation  of  the  boys  one  with  another  be 
in  lyatin.  The  voice  will  be  cultivated  by  teaching 
all  to  sing,  and  by  teaching  notation  at  certain  fixed 
times. 

The  morals  and  demeanor  of  the  pupils  will  receive 
the  close  attention  of  the  masters,  and  their  reproof 
of  wrong,  and  their  commendation  of  good  conduct 
will  always  be  prompt.  Further,  the  formation  of 
a  school,  and  even  of  individual  classes,  into  a  re- 
public, with  its  senate  and  proctor,  which  will  hold 
sessions  occasionally,  and  pronounce  judgment  on 
conduct,  will  do  much  to  prepare  for  the  business 
of  life. 

Piety  will  be  fostered  by  taking  care  that  in  going  to 
bed  and  rising,  prayers  be  said  and  the  Holy  Scriptures 
read  :  also  in  beginning  and  ending  the  studies  of  the 
day,  and  before  and  after  meals. 

To  encourage  the  more  active-minded  boys,  special 
reading  should  by  allowed  of  authors  outside  the  usual 
school-course,  such  as  the  sacred  dialogues  of  Castalio, 


A  PANSOPHIC  SCHOOIv  205 

the  Colloquies  of  Erasmus,  the  Epistles  of  Seneca,  the 

Histories  of  Nepos,  Curtius,  etc. 

All  sorts  of  exercises  and  innocent  games  are  to  be 

not  only  permitted  but  encouraged,  for  giving  vigor 

and  health  to  the  body  ;  and   also  sedentary  games 

which  call  for  a  certain  quickness  of  wit. 

Scenic  representations  and  the  acting  of  plays   are 

to   be   encouraged   as  a    relaxation,    so   long  as   the 

subject  is  not  immoral  in  its  character  or  treatment,  as 

are  the  Roman  plays,   but   constructed   to  represent 

some  memorable  histories,  sacred  or  profane.     These 

not  only  afford   recreation,   but  are  educationally  of 

good  effect  in  many  ways. 

The  times  of  relaxation  should  be  frequent  —  half- 

an-hour  after  every  hour's  work.     The  daily  time-table 

should  be  arranged  somewhat  as  follows  :  — 
Forenoon, 

6  to  7  A.  M.     Hymns,   Reading  of  Scripture,  Meditation,   and 
Prayers. 

lYz — ^Yz  The  primary  task  of  the    class — more  theoreti- 

cally given. 

9 — lo  The  same  practically  given. 

Afternoon. 

I — 2  p.  M.       Music,   or    some    other    pleasant    mathematical 
exercise. 

2:30 — 3:30       History. 

4 — 5  Exercises  in  Style. 

There  should  be  two  half-holidays  weekly  ;  a  fort- 
night at  Christmas,  Easter,  and  Pentecost ;  and  a 
whole  month  at  the  harvest-time. 

More  Detailed  Statement, 

A  still  more  detailed  statement  of  the  work  of  the 


20G  KDUCATIONAI.  SYSTEM   OF   COMKNIUS 

seven  classes  is  to  be  obtained  by  reading  what  we 
have  already  said  of  the  Text-books  in  Part  III.,  and 
by  what  follows  :  — 

I.  The  Vestibulary  Class, — On  the  four  walls  of 
the  class-room  should  be  painted  the  Latin  characters, 
models  of  the  regular  declensions  and  conjugations, 
and  brief  moral  precepts. 

By  means  of  a  thorough  study  of  the  Vestibulum  in 
the  way  already  laid  down,  the  class  will  aquire  a 
knowledge  of  things  in  an  elementary  and  yet  funda- 
mental way,  and  also  of  the  roots  of  words, — that  is 
to  say,  it  will  be  instructed  in  the  foundations  of  all 
intelligence  ;  and  in  addition  to  this,  it  will  be  in- 
structed in  morality  in  a  form  suited  to  boyhood.  The 
rudiments  of  arithmetic  will  at  this  stage  be  given, 
a  knowledge  of  weights,  measures,  and  geometrical 
forms,  and  music.  The  teacher  will  take  advantage 
of  the  words  learned  to  add  to  the  knowledge  of  the 
pupils. 

II.  The  Janual  Class. — On  one  wall  should  be 
painted  illustrations  of  the  most  important  natural 
objects  mentioned  in  the  text  of  the  Janua,  and  op- 
posite these  the  more  important  artificial  objects  should 
be  drawn.  The  remaining  two  walls  should  be  occu- 
pied with  grammatical  warnings ,  having  reference  to  the 
peculiarities  of  the  pupil's  mother-tongue. 

In  religion  the  Catechism  should  at  this  stage  be 
thoroughly  learned. 

The  knowledge  of  things  and  words  and  grammati- 
cal construction  is  to  be  obtained  from  the /<2^^^^a. 


A  PANSOPHIC  SCHOOIv  207 

Addition  and  Subtraction  in  Arithmetic  ;  the  plane 
figures  in  Geometry,  and  Music,  are  to  be  taught. 

The  Composition  exercises  will  consist  of  the  con- 
^struction  of  clauses  and  sentences  on  the  foundation  of 
the  words  and  rules  of  the /anua, 

III .  The  Atrial  Class,  —  The  walls  should  be  painted 
over  with  emblems,  and  with  a  selection  of  warnings 
regarding  the  elegancies  of  writing  and  speech. 

In  religion  the  work  of  this  class  will  be  to  read  an 
epitome  of  Scripture  (in  Scripture  words),  and  to 
learn  by  heart  a  collection  of  psalms,  hymns  and 
prayers.  The  pupils  will  make  acquaintance  also  with 
those  narratives  which  are  likely  to  generate  virtue  and 
piety. 

In  addition  to  the  proper  study  of  the  Atrial  Text- 
book, Division  and  Multiplication  in  arithmetic,  and 
instruction  in  solid  figures,  should  be  given.  Music 
will  be  continued,  and  select  verses  from  the  Latin 
poets  read.  Exercises  in  style  on  the  basis  of  the 
Atrium  will  be  given. 

At  this  stage  the  Schola  Ludus  is  to  be  introduced. 
This,  as  I  have  elsewhere  explained,  was  simply  the 
Janua  thrown  into  dramatic  form  in  accordance  with 
the  author's  conviction  that  all  the  work  of  the  Latin 
school  might  take  a  gamesome  form. 

IV.  The  Philosophical  Class.  —  On  the  walls  of  this 
class-room  things  are  to  be  represented  connected  with 
arithmetic,  geometry,  statics,  anatomy. 

In  religious  instruction,  hymns  and  forms  of  morn- 
ing and    evening   prayer,  and  of  prayers  before  and 


208  KDUCATIONAI,  SYSTKM   OF  COMKNIUS 

after  meals  and  studies,  and  a  lite  of  Christ  harmonized 
from  the  four  Gospels,  are  to  be  read. 

The  class-book  will  be  the  first  Palace  of  Wisdom,  in 
which  there  will  be  a  survey  and  explanation  of  all  ob- 
jects of  nature  written  in  a  style  higher  and  more  or- 
nate than  the  style  of  the  previous  books. 

The  Rule  of  Three  in  Arithmetic,  Geometry,  Trigo- 
nometry, and  the  elements  of  Statics,  are  to  be  taught ;, 
also  Instrumental  Music,  and  Natural  History  made 
up  out  of  ^lian  and  Pliny. 

As  to  style,  which  ought  now  to  be  on  the  model  of 
classical  authors :  this  will  be  suspended  so  as  to  admit 
of  the  last  of  the  afternoon  hours  being  devoted  to> 
Greek,  the  object  being  to  give  sufficient  Greek  to. 
enable  the  boys,  when  they  reach  the  subsequent  classes ^ 
to  read  the  New  Testament  in  the  original . 

V.  T/ie  Logical  Class,  — The  walls  of  the  class-room, 
should  be  painted  over  with  a  selection  of  Rules  of 
Logic  and  ingenious  emblems  representing  emanations 
of  mind. ^  The  religious  instruction  shall  include  tne 
study  of  a  collection  of  hymns  and  prayers  and  a 
manual  of  the  whole  Bible,  to  be  called  the  Gate  of  the 
Sanctuary,  in  which  the  substance  of  the  sacred  writ- 
ings, as  much  as  possible  in  the  words  of  Holy  Writ 
itself,  will  be  given  :  also  a  chapter  of  the  Greek  New. 
Testament  should  be  read  daily. 

The  afternoon  hours  should  be  devoted  to  Arith- 
methic.  Geometry,  Astronomy,  Geography,  and  the 
elements  of  Optics,  along  with  the  History  of  Me?^ 
chanical  Inventions. 

1  Whatever  this  may  mean. 


A  PANSOPHIC  SCHOOI,  209 

The  class-book  belonging  to  this  stage  will  contain 
a  free  treatment  of  various  arts  and  a  strict  scientific 
treatment  of  one,  so  as  to  bring  into  view  the  charac- 
teristics of  lexact  scientific  truth  as  distinguished  from 
opinion. 

Exercises  in  style  should  be  given  at  this  stage  on 
the  model  of  the  historians  —  Caesar,  Curtius,  Nepos, 
and  Justin.  The  study  of  Greek  is  to  be  carried  on  by 
those  only  who  desire  to  prosecute  that  language 
specially :  these  should  read  Greek  orators,  such  as 
Isocrates,  and  also  the  Moralia  of  Plutarch. 

VI.  The  Political  Class. — The  pictures  on  the  class-^ 
wall  should  represent  the  significance  of  order  and 
connection ;  e.g.,  there  should  be  pictures  of  the  hu- 
man body  wanting  certain  limbs,  others  having  asuper^ 
abundance  of  limbs,  and  one  complete  and  well-formed. 

In  religion  the  full  text  of  scripture  will  be  studied. 

The  class-book  (the  third  book  of  Universal  Wisdom) 
will  treat  of  human  society. 

Besides;  the  applications  of  Arithmetic  {ex  arithmeticis 
Logisticaf),  applications  of  Geometry  to  Architecture,^ 
the  theory  of  the  planets,  and  the  doctrine  of  eclipses, 
will  be  taught :  compendiums  of  the  geography  of  the 
world  will  also  be  made. 

For  the  sake  of  style,  Sallust  and  Cicero,  Virgil  and 
Horace,  will  be  read.  The  pupils  will  now  discuss, 
questions  in  Latin  prescribed  berforehand,  and  be  en- 
couraged to  use  greater  freedom  in  their  Latin  style. 
Verse-making  yields  no  fruit  worthy  of  the  labor,  but 
should  not  be  prohibited  in  the  case  of  those  who  have 
a  disposition  that  way. 


210  KDUCATlONAIv  SYSTEM   OF   COMENIUS 

Those  desirous  of  continuing  their  Greek  studies 
should  read  Thucydides  and  the  poets. 

VII.  The  Theological  Class, — Scriptural  emblems, 
shadowing  forth  the  mysteries  of  Theology,  should 
adorn  three  sides  of  the  class-room,  and  one  should  be 
devoted  to  tables  of  the  Hebrew  Grammar  and  to  select 
Hebrew  sayings. 

The  class-book,  the  concluding  Palace  of  Wisdom, 
should  explain  the  intercourse  of  souls  with  God,  etc. 
Mathematics  should  consist  of  a  study  of  sacred  archi- 
tecture ;  e.g. ,  the  construction  of  the  Mosaic  Tabernacle, 
the  Temple  of  Solomon,  etc.  The  history  taught 
should  be  universal  history,  with  special  reference  to 
the  history  of  the  Church  and  the  order  of  Divine 
Providence.  The  exercises  in  style  should  be  in  sacred 
subjects  ;  and,  in  addition  to  these  various  studies, 
Hebrew  should  be  acquired. 

In  the  treatise  De  Latinae  linguae  studio  perfecte 
instituendo  Dissertatio  Didacticay  published  in  1637,  he 
assumes  that  the  upper  classes  read  selections  from 
classical  authors,  which  he  proposes  to  arrange  in  four 
books  —  Epistolary,  Historical,  Oratorical,  and  Poeti- 
cal,^ and  that  the  relative  I^exicon,  either  in  Latin- 
vernacular  or  vernacular-Latin,  should  be  a  Lexicon  of 
phrases,  idioms,  and  varieties  of  expression ;  e,  g., 
under  the  word  Dubito  would  come  the  following  words 
and  expressions  :  Haereo,  hesito.  Ambigo.  Fluctuo. 
Incertus  sum  quid  agam.  Incertum  mihi  est.  In  an- 
cipiti  sum ;  and  so  forth. 

1  Palatium  Epistolicuin^  with  a  hundred  epistles  ;  Falatium 
Historicunty  P,  Oratoriunty  P.  Poeticum. 


A   PANSOPHIC   SCHOOL  211 

Looking  to  the  exercises  in  style  prescribed  in 
Comenius's  latest  edition  of  his  educational  views,  as 
given  above,  I  think  we  must  assume  that  the  selec- 
tions from  classical  authors  were  to  be  read  along  with 
the  special  class-book  of  the  year  ;  if  not  by  all,  at  least 
by  all  who  could  overtake  them  :  and  this,  notwith- 
standing the  fact  that  extracts  from  classical  authors 
would  doubtless  be  introduced  into  the  class-books  in 
so  far  as  relevant  to  their  subject-matter. 

Thus  in  the  space  of  seven  years,  beginning  at 
twelve  years  of  age,  the  human  being  will  be  formed 
to  a  whole  and  complete  humanity  in  respect  of 
Things,  Tongues,  Morality,  and  Piety ;  he  will  be 
able  to  judge  of  all  things,  and  in  no  important  thing 
to  err  ;  and,  fortified  with  the  elements  of  universal 
knowledge,  he  may  now  be  allowed  to  study  all 
books,  human  and  divine,  and  enter  on  the  business 
of  life. 


CONCLUSION. 

As  Comenius  increased  in  years  the  religious  ele- 
ment in  his  educational  theories  assumed  more  and 
more  prominence.  But  he  never  lost  sight  of  his  lead- 
ing principles.  The  object  of  all  education  was  to 
train  children  to  be  sons  of  God,  but  the  way  to  this 
was  through  knowledge,  and  knowledge  was  through 
method.  His  disposition  to  see  fanciful  parallels  in 
nature  increased,  and  scripture  more  and  more  seemed 
to  him  to  confirm  his  teachings.  A  mystical  tendency 
was  manifested  in  his  final  works  written  in  Amster- 
dam between  1654-57,  especially  in  his  final  edu- 
cational utterance  written  in  Amsterdam,  and  en- 
titled, — 

*  The  Idea  of  Didactic  out  of  the  Eternal  Arcana, 

*  The  Son  can  do  nothing  of  himself,  save  what  he 
seeeth  the  Father  do  ;  for  what  things  soever  he  doeth, 
these  doeth  the  Son  likewise.  The  Father  loveth  the 
Son,  andsheweth  him  all  things.'  — fohn  v.  19. 

From  this  flow  the  following  propositions  (since  the 
*  invisible  things  of  God  from  the  creation  of  tlit. 
world  are  clearly  seen,  being  understood  by  the  things 
that  are  made,'  Rom.  i.  20)  :  — 

1 .  That  schools  ought  to  be  a  kind  of  imitation  of 
Heaven. 

2.  That  the  intercourse  of  teachers  with  taught 
ought  to  be  like  that  of  fathers  with  sons. 

^(212) 


CONCI.USION  213 

3-  That  sons  are  able  to  know  and  do  nothing  of 
themselves. 

4.  Whatever  therefore  they  ought  to  know  or  to  do 
(both  here  and  for  eternity), — all  should  be  first  shown 
to  them. 

5.  That  the  said  showing  beforehand  devolves  on 
fathers,  that  is,  on  teachers. 

6.  And  this,  not  by  presenting  examples  alien  to  the 
matter  in  hand,  but  proper  to  it,  so  that  things  that 
have  to  be  done  may  be  taught  by  doing  them. 

7.  That  the  imitation  of  all  things  be  exacted  in  a 
paternal  spirit. 

8.  And  that  it  be  be  exacted  so  that  sons  may  do  all 
things  in  like  manner  as  the  example. 

On  the  other  hand  the  eternal  idea  is  departed  from 
whenever  — 

1 .  All  things  are  done  in  any  sort  of  fashion,  regard 
being  had  to  no  type,  much  less  the  best. 

2 .  The  intercourse  of  teachers  with  pupils  is  nothing 
else  save  that  of  hirelings  with  sheep — for  the  sake  of 
the  fat  and  the  wool. 

3.  The  pupils  are  left  to  themselves,  and  are  required 
to  do  what  they  have  not  yet  been  taught  to  do,  as  if 
they  were  able  of  themselves  to  know  what  a  teacher 
knows. 

4.  And  ciie  not  taught  all  things  necessary  for  this 
life  and  the  next,  but  only  scraps. 

5.  And  the  eacher  does  not  teach  all  things  him- 
self, but  commits  them  to  another,  or  presents  to  the 
pupil  a  dumb  teacher — a  book. 

6.  And  what  he  teaches  he  does  not  teach  by  ex 


214  KDUCATIONAI,  SYSTKM   OF   COMKNIUS 

amples,  but  by  precepts,  and,  when  the  pupil  does  not 
do  what  he  is  ordered,  by  blows. 

7.  Or,  when  he  does  give  examples,  gives  what  are 
alien  to  the  matter  in  hand,  and  does  not  show  how 
they  are  to  be  rightly  imitated. 

8.  Or,  if  he  show  examples,  does  not  insist  on  thG 
imitation  of  them  by  much  and  constant  practice. 

9.  And  does  not  exact  that  imitation  in  such  a  way  as 
to  make  of  every  pupil  a  master  capable  of  doing  things 
equal  to  what  has  been  pointed  out  to  him  as  models. 

This  is  the  sum  of  all  that  I  wish  to  have  done  by 
those  who  undertake  to  rear  little  sons  of  God.  I 
have  no  more  to  say.  And  you,  gentlemen,  with  your 
schools  and  all  the  youth  of  your  city^  dedicated  to 
Christ,  I  commend  to  the  grace  of  God,  and  myself 
to  your  favor ;  signing  these  my  last  utterances  on 
Education  on  the  day  of  the  conversion  of  Paul,  on 
which  may  the  hearts  of  us  all  turn  to  the  Lord  saying, 
as  Saul  said,  '  I^ord,  what  wilt  Thou  have  me  to  do  ?  ' 

And  now,  O  Jesus  Christ,  Eternal  Wisdom,  who  re- 
joiceth  in  the  habitable  parts  of  the  earth,  and  whose 
delight  is  among  the  sons  of  men,  who  wast  well 
pleased,  when  dwelling  with  us  in  the  flesh,  to  converse 
with  little  ones  and  to  think  them  worthy  of  thy  em- 
braces as  being  heirs  of  the  Kingdom  of  Heaven,  count 
worthy  of  Thy  favor  now  those  who  do  not  disdain  to 
serve  Thy  little  ones  ;  so  that  by  means  of  them  Thy 
Blessed  Kingdom,  here  of  Grace,  there  of  Glory,  may 
receive  a  goodly  increase,  worthy  of  Thee,  the  King 
of  the  Eternal  World.  Amen.     Amen.     Amen. 

1  Amsterdam. 


BRIEF  CRITICAI.  SURVEY. 

Thk  object  of  this  volume  is  to  present  Comenius 
himself  to  the  English  reader — not  Comenius  as  I 
may  understand  him.  The  latter  would  have  been  a 
comparatively  easy  task.  His  historical  position,  and 
his  relation  to  his  prececessors,  have  been  brought  into 
view  in  the  Introduction,  and  his  educational  aims  and 
labors  have  been  fully  set  forth  in  the  sketch  of  his 
life.  We  have  now  only  to  survey  critically  the  lead- 
ing characteristics  of  his  system. 

The  Realism  of  the  Humanists  had  failed  to  produce 
the  results  they  had  anticipated.  It  was  in  England 
and  Scotland,  rather  than  on  the  continent  of  Europe, 
that  the  genuine  Humanistic  spirit  was  most  active  in, 
schools.  But  not  for  long.  Schools  and  schoolmas- 
ters fell  back  under  the  dominion  of  words,  abstract 
propositions,  and  barren  logicalities.  This  was  inevit- 
able. The  preoccupation  of  men's  minds  with  theo- 
logical and  political  strife  caused  the  true  significance 
of  the  educational  revival  to  fall  out  of  sight.  The 
indispensable  condition,  moreover,  of  the  continuance 
of  the  methods  of  Trotzendorf,  and  Sturm,  and  Ascham, 
was  a  school  of  Teachers,  and  a  tradition  of  Method. 
There  was  neither  the  one  nor  the  other. 

Comenius 's  inspiring  motive,  like  that  of  all  leading 
educationalists,  was  social  regeneration.     He  believed 

(215) 


'216  EjDUCATlONAIv   SYSTKM  OF  COMKNIUS 

that  this  could  be  accomplished  through  the  school. 
He  lived  under  the  hallucination  that  by  a  proper  ar- 
rangement of  the  subject  matter  of  instruction,  and 
by  a  sound  method,  a  certain  community  of  thought 
^nd  interests  would  be  established  among  the  young, 
which  would  result  in  social  harmony  and  political 
settlement.  "He  believed  that  men  could  be  manufac- 
tured. Had  we  Chinese  to  deal  with,  the  dream  of 
educational  enthusiasts  might  possibly  be  realized  ; 
but  its  realization  would  be  a  misfortune.  We  have, 
happily,  not  Chinese  to  deal  with,  but  the  strong  and 
vigorous  European  races,  full  of  character  and  in- 
dividuality,— the  loss  of  which  would  be  the  loss  of 
manhood.  Variety,  inequality,  and  strife  seem  to  be 
essential  to  the  true  life  of  the  higher  races. 

Humanism,  which  had  practically  failed  in  the  school, 
had,  apart  from  this  fact,  no  attractions  for  Comenius, 
and  still  less  had  the  worldly  wisdom  of  Montaigne. 
He  was  a  leading  Protestant  theologian, — the  pastor 
and  bishop  of  a  small  but  earnest  and  devoted  sect, 
— and  it  was  as  such  that  he  wrote  on  Education. 
The  best  results  of  Humanism  could,  after  all,  be  only 
culture,  and  this  not  necessarily  accompanied  by  moral 
earnestness  or  personal  piety:  on  the  contrary,  prob- 
ably dissociated  from  these,  and  leaning  rather  to 
scepticism  and  intellectual  self-indulgence.  At  the 
same  time,  it  must  be  noted  that  he  never  fairly 
faced  the  Humanistic  question  ;  he  rather  gave  it  the 
cold  shoulder  from  the  first.  His  whole  nature  pointed 
in  another  direction.  When  he  has  to  speak  of  the 
great  instruments  of  Humanistic  education,  the  ancient 


CRITICAI.  SURVKY  217 

classical  writers, — he  exhibits  great  distrust  of  them, 
and  if  he  does  not  banish  them  from  the  school  alto- 
gether, it  is  simply  because  the  higher  instruction  in 
the  I^atin  and  Greek  tongues  is  seen  to  be  impossible 
without  them.  Even  in  the  Universities,  as  his  Pan- 
sophic  scheme  shows,  he  would  have  had  Plato  and 
Aristotle  taught  chiefly  by  means  of  analyses  and  epi- 
tomes. It  might  be  urged  in  opposition  to  this  view 
of  the  anti-Humanism  of  Comenius,  that  he  contem- 
plated the  acquisition  of  a  good  style  in  Latin  in  the 
higher  stages  of  instruction  :  true,  but  in  so  far  as  he 
did  so,  it  was  merely  with  a  practical  aim,  —  the  more 
efifective  and,  if  need  be,  oratorical  enforcement  of 
moral  and  religious  truth.  The  beauties  and  subleties 
of  artistic  expression  had  little  charm  for  him,  nor  did 
he  set  much  store  by  the  graces.  The  most  conspicu- 
ous illustration  of  the  absence  of  all  idea  of  Art  in 
Comenius  is  to  be  found  in  his  school  drama.  The 
unprofitable  dreariness  of  that  production  would  make 
a  reader  sick  were  he  not  relieved  by  a  feeling  of  its 
absurdity. 

The  educational  spirit  of  the  Reformers,  the  convic- 
tion that  all  —  even  the  humblest  —  must  be  taught  to 
k7iow  God,  and  Jesus  Christ  whom  He  has  sent,  was 
inherited  by  Comenius  in  its  completeness.  In  this 
way,  and  in  this  way  only,  could  the  ills  of  Europe  be 
remedied,  and  the  progress  of  humanity  assured. 
While,  therefore,  he  sums  up  the  educational  aim  un- 
der the  threefold  heads  of  Knowledge,  Virtue,  and  Piety 
or  Godliness,  he  in  truth  has  mainly  in  view  the  last 
two.     Knowledge  is  of  value  only  in  so  far  as  it  forms 


218  KDUCATIONAL  SYSTEM   OF  COMKNIUS 

the  only  sound  basis,  in  the  eyes  of  a  Protestant  theo- 
logian, of  virtue  and  godliness.  We  have  to  train  for 
a  hereafter. 

In  virtue  and  godliness  Comenius  did  not  propose  to 
teach  anything  save  what  the  Reformed  religion  taught. 
His  characteristic  merits  in  this  department  of  instruc- 
tion were  these  : — 

1 .  Morality  and  godliness  were  to  be  taught  from  the 
first.  Parents  and  teachers  were  to  begin  to  train  at 
the  beginning  of  the  child's  conscious  life. 

2.  Parents  and  teachers  were  to  give  milk  to  babes, 
and  reserve  the  stronger  meat  for  the  adolescent  and 
adult  mind.  They  were  to  be  content  to  proceed 
gradually,  step  by  step. 

3.  The  method  of  procedure  was  not  only  to  be 
adapted  to  the  growing  mind,  but  the  mode  of  enforce- 
ment was  to  be  mild,  and  the  manner  of  it  kind  and 
patient. 

Had  Comenius  done  nothing  more  but  put  forth  and 
press  home  these  truths  he  would  have  deserved  our 
gratitude  as  an  educationalist. 

But  he  did  more  than  this.  He  related  virtue  and 
godliness  to  Ktiowledge.  By  knowledge  Comenius 
meant  knowledge  of  nature  and  of  man's  relation  to 
nature.  It  is  this  important  characteristic  of  Come- 
nius's  educational  system  that  reveals  the  direct  in- 
fluence of  Bacon  and  his  school.  To  the  great  Veru- 
1am  he  pays  reverence  for  what  he  owed  him,  but  he 
owed  him  even  more  than  he  knew. 

In  this  field  of  Knowledge,  the  leading  characterirtic 
of  the  educational  system  of  Comenius  is  his  Realism. 


CRiTlCAIv  SURVEY  219 

We  have  pointed  out,^  in  contradiction  of  the  assump- 
tions of  the  modern  sensationalist  school,  that  the 
Humanists  were  in  truth  Realists,  and  it  may  be  safely 
said  that  there  can  be  no  question  among  competent 
judges  as  to  the  Realism  which  ought  to  characterize 
all  rational  and  sound  instruction .  The  question  rather 
is  as  to  the  field  in  which  the  Real  is  to  be  sought —  in 
the  mind  of  man,  or  in  external  nature.  As  the 
former  may  be  called  Humanistic-Realism,  so  the  latter 
may  be  called  Sense,  or  Naturalistic -Realism.  Of  the 
latter,  Comenius  is  the  true  founder,  although  his  in- 
debtedness to  Ratich  was  great.  Mere  acquisition  of 
the  ordered  facts  of  nature,  and  man's  relation  to  them, 
was  with  him  the  great  aim — if  not  the  sole  aim  —  of 
all  purely  intellectual  instruction.  And  here  there 
necessarily  entered  the  governing  idea,  encyclopaedism, 
or  pansophism.  Let  all  the  arts  and  sciences,  he  said, 
be  taught  in  their  elements  in  all  schools,  and  more 
fully  at  each  successive  stage  of  the  pupil's  progress. 
It  is  by  knowledge  that  we  are  what  we  are,  and  the 
necessary  conclusion  from  this  must  be,  *  I^et  all  things 
betaught  toalL' 

It  is  at  this  point  that  many  will  part  company  with 
Comenius.  The  mind  stored  with  facts,  even  if  these 
be  ordered  facts,  will  not  necessarily  be  much  raised  in 
the  scale  of  humanity  as  an  Intelligence.  The  natural 
powers  may  be  simply  overweighted  by  the  process,, 
and  the  natural  channels  of  spontaneous  Reason  choked.. 
In  education,  while  our  main  business  is  to  promote 
the  growth  of  moral  purpose  and  of  a  strong  sense  of 
1  See  Introduction. 


220  KDUCATIONAI,   SYSTEM   OI^   COMKNIUS 

duty,  'we  have  to  support  these  by  the  discipline 
of  intelligence,  and  by  training  to  power  of  work  rather 
than  by  information.  On  the  other  hand,  only  those 
who  are  ignorant  of  the  history  and  the  recognized 
results  of  education  will  wholly  abjure  Realism  in  the 
Comenian  sense  ;  but  it  has  to  be  assigned  its  own 
place,  and  nothing  more  than  this,  in  the  education  of 
a  human  being.  The  sum  of  the  matter  seems  to  be 
this,  that  while  a  due  place  in  all  education  is  to  be 
assigned  to  sense-realistic  studies,  especially  in  the 
earlier  years  of  family  and  school  life,  the  Humanistic 
agencies  must  always  remain  the  most  potent  in  the 
making  of  a  man. 

Comenius  and  his  followers,  again,  confound  knowl- 
edge with  wisdom.  He  afiirms  that  '  all  authors  are  to 
be  banished  from  school  except  those  that  give  a 
knowledge  of  useful  things. '  Wisdom  is  certainly  not 
to  be  opposed  to  knowledge,  but  it  depends  more  on  a 
man's  power  of  discrimination,  combination,  and 
imagination,  than  on  the  extent  of  his  mental  store  of 
facts.  Were  it  not  so,  our  whole  secondary  education, 
and  all  the  purely  disciplinal  part  of  bur  University 
instruction,  would  be  very  far  astray.  If  the  ancient 
tongues  are  to  be  learned  simply  with  a  view  to  the 
sum  of  knowledge  they  contain,  it  would  be  absurd  to 
wraste  the  time  of  our  youth  over  them.  It  would  be 
better  to  impose  on  our  Universities  the  duty  of  fur- 
nishing guaranteed  translations  for  the  use  of  the 
public.  We  shall  not,  however,  involve  ourselves  in 
controversy  here,  as  our  object  is  merely  to  point  out, 
generally,  the  strong  and  the  weak  points  of  our  author. 


CRITICAI,   SURVKY  221 

Next  in  importance  to  pansophy  or  encyclopsedism, 
and  closely  connected  with  it,  is  the  principle  that  a 
knowledge  of  wo/ds  and  of  things  should  go  hand  in  hand. 
Words  are  to  be  learned  through  things.  Properl}^ 
interpreted,  and  under  due  limitations,  this  principle 
will ,  we  presume ,  be  now  generally  accepted .  We  sa}^ , 
under  due  limitations,  because  it  is  manifest  that  the 
converse  proposition,  that  *  things  are  learned  through 
words,'  is  easily  capable  of  proof,  and  is  indeed,  in 
our  opinion,  the  stronghold  of  Humanistic  teaching  in 
its  earlier  or  school  stages. 

It  is  in  the  department  of  Method,  however,  that  we 
recognize  the  chief  contribution  of  Comenius  to  educa- 
tion. The  mere  attempt  to  systematize  was  a  great  ad- 
vance. In  seeking,  however,  for  foundations  on  which 
to  erect  a  coherent  system,  he  had  to  content  himself 
with  first  principles  which  were  vague  and  unscientific. 

Modern  Psychology  was  in  its  infancy,  and  Comenius 
had  little  more  than  the  generalizations  of  Plato  and 
Aristotle,  and  those  not  strictly  investigated  by  him, 
for  his  guide.  In  training  to  virtue,  moral  truth  and 
the  various  moralities  were  assumed  as  if  they  emerged 
full-blown  in  the  consciousness  of  man.  In  training 
to  godliness,  again,  Christian  dogma  was  ready  to  his 
hand.  In  the  department  of  knowledge,  that  is  to  say, 
knowledge  of  the  outer  world,  Comenius  rested  his 
method  on  the  scholastic  maxim.  Nihil  est  in  intellectn 
quod  non  prius  fuerit  in  sensu.  This  maxim  he  en- 
riched with  the  Baconian  induction,  comprehended  by 
him  however  only  in  a  general  way .  It  was  chiefly ,  how- 
ever, the  imagined  harmony  of  physical  and  mental 


222  KDUCATIONAIv  SYSTEM   OF   COMKNIUS 

processes  that  yielded  his  method.  He  believed  that 
the  processes  of  the  growth  of  external  things  had  a 
close  resemblance  to  the  growth  of  mind.  Had  he 
lived  in  these  days  he  would  doubtless  have  endeavored 
to  work  out  the  details  of  his  method  on  a  purely 
psychological  basis  ;  but  in  the  then  state  of  psychology 
he  had  to  find  another  thread  through  the  labyrinth. 
The  mode  of  demonstration  which  he  adopted  was 
thus,  as  he  himself  called  it,  the  Syncretic  or  Ana- 
logical. Whatever  may  be  said  of  the  harmony  that 
exists  between  the  growth  of  nature  and  of  mind,  there 
can  be  no  doubt  that  the  observation  of  the  former  is 
capable  of  suggesting,  if  it  does  not  furnish,  many  of 
the  rules  of  educational  method. 

From  the  simple  to  the  complex,  from  the  particular 
to  the  general,  the  concrete  before  the  abstract,  and  all, 
step  by  step,  and  even  by  insensible  degrees,  — these 
were  among  his  leading  principles  of  method.  But 
the  most  important  of  all  his  principles  was  derived 
from  the  scholastic  maxim  quoted  above.  As  all  is 
from  sense,  let  the  thing  to  be  known  be  itself  presented 
to  the  senses,  and  let  every  sense  be  engaged  in  the 
perception  of  it.  When  it  is  impossible,  from  the 
nature  of  the  case,  to  present  the  object  itself,  place 
a  vivid  picture  of  it  before  the  pupil.  The  mere 
enumeration  of  these  few  principles,  even  if  we  drop 
out  of  view  all  his  other  contributions  to  method  and 
school-management,  will  satisfy  any  man  familiar  with 
all  the  more  recent  treatises  on  Education,  that  Come- 
nius,  even  after  giving  his  persecutors  their  due,  is  to 
be  regarded  as  the  true  founder  of  modern  Method, 


CRITICAI.   SURVKY  223 

and  that  he  anticipates  Pestalozzi  and  all  of  the  same 
school. 

When  we  come  to  consider  Comenius's  method  as 
specially  applied  to  language,  we  recognize  its  general 
truth,  and  the  teachers  of  Europe  and  America  will 
now  be  prepared  to  pay  it  the  homage  of  theoretical 
approval  at  least.  To  admire,  however,  his  own  at- 
tempt at  working  out  his  linguistic  method  is  impos- 
sible, unless  we  first  accept  his  encyclopsedism .  The 
very  faults  with  which  he  charged  the  school  practices 
of  the  time  are  simply  repeated  by  himself  in  a  new 
form.  The  boy's  mind  is  overloaded  with  a  mass  of 
words — the  names  and  qualities  of  everything  in 
Heaven,  on  the  earth,  and  under  the  earth.  It  was 
impossible  that  all  these  things,  or  even  pictures  of 
them,  could  be  presented  to  sense,  and  hence  his  books 
must  have  inflicted  a  heavy  burden  on  the  merely 
verbal  memory  of  boys.  We  want  children  to  grow 
into  knowledge,  not  to  swallow  numberless  facts  made 
up  into  boluses.  Again,  the  amount  that  was  to  be 
acquired  within  a  given  time  was  beyond  the  youthful 
capacity.  Any  teacher  will  satisfy  himself  of  this  who 
will  simply  count  the  words  and  sentences  in  th^Janua 
and  OrbiSy  and  then  try  to  distribute  these  over  the 
school-time  allowed  by  Comenius.  Like  all  reformers, 
Comeniuswas  over-sanguine.  I  do  not  overlook  the 
fact  that  command  over  the  Latin  tongue  as  a  vehicle 
of  expression  was  the  prime  necessity  of  the  time  for 
all  who  meant  to  devote  themselves  to  professions  and 
to  learning,  and  that  Comenius  had  this  justification  for 
introducing  a  mass  of  vocables  now  wholly  useless  to 


224         EDucAriONAiv  syste:m  o:^  comknius 

the  student  of  Latin.  But  even  for  his  own  time, 
Comenius,  under  the  influence  of  his  encyclopaedic 
passion,  overdid  his  task.  His  real  merits  in  language- 
teaching  lie  in  the  introduction  of  the  principle  of 
graduated  reading-books,  in  the  simplification  of  Latin 
grammar,  in  his  founding  instruction  in  foreign  tongues 
on  the  vernacular,  and  in  his  insisting  on  method  in 
instruction.  But  these  were  great  merits,  too  soon 
forgotten  by  the  dull  race  of  schoolmasters,  if,  indeed, 
they  were  ever  fully  recognized  by  them  till  quite 
recent  times. 

Finally,  Comenius 's  views  as  to  the  inner  organiza- 
tion of  a  school  were  original,  and  have  proved  them- 
selves in  all  essential  respects  correct. 

The  same  may  be  said  of  his  scheme  for  the  organi- 
zation of  a  State-system — a  scheme  which  is  substan- 
tially, mutatis  mutandis ^  at  this  moment  embodied  in 
the  highly-developed  system  of  Germany. 

When  we  consider,  then,  that  Comenius  first  formally 
and  fully  developed  educational  method,  that  he  intro- 
duced important  reforms  into  the  teaching  of  langua- 
ges, that  he  introduced  into  schools  the  study  of 
Nature,  that  he  advocated  with  intelligence,  and  not 
on  purely  sentimental  grounds,  a  milder  discipline,  we 
are  justified  in  assigning  to  him  a  high,  if  not  the  high- 
est, place  among  modern  educational  writers,  The 
voluminousness  of  his  treatises,  their  prolixity,  their 
repetitions,  and  their  defects  of  style,  have  all  operated 
to  prevent  men  studying  him.  The  substance  of  all  he 
has  written,  has  been,  I  believe,  faithfully  given  by 
me,  but  it  has  not  been  possible  to  transfer  to  these 


CRITICAI,  SURVKY  225 

pages  the  fervor,  the  glow,  and  the  pious   aspirations, 
of  the  good  old  Bishop. 

If  any  are  disposed  to  regard  v/ith  impatience  the 
encyclopsedic  proposals  of  Comenius,  I  would  have 
them  consider  that  two  great  Englishmen,  Milton  and 
Locke,  shared  substantially  the  same  views.  And 
when  we  compare  a  youth  who  has  been  instructed 
merely  in  the  bare,  bald  facts  of  the  outer  world,  and 
his  relation  to  them,  with  the  youth  who  has  been  left 
to  himself,  we  rightly  conclude  that  there  is  a  certain 
educational  power  even  in  mere  information.  And 
yet  the  summed-up  result,  in  respect  of  intelligence 
and  character,  in  the  case  of  youths  of  encyclopaedic 
and  superficial  acquisitions  is  not  satisfactory.  On 
the  contrary,  it  is  sadly  disappointing  when  compared 
with  the  labor  expended  by  both  teacher  and  taught. 
On  the  other  hand,  we  certainly  find  the  supreme  edu- 
cational result — that  is  to  say,  wisdom,  virtue,  and 
capacity  for  affairs — to  have  been  attained  (as  nearly 
as  human  imperfection  admits  of )  by  a  totally  differ- 
ent process.  We  are  thus  forced  to  revise  our  theories. 
The  way  whereby  nature  makes  a  mind  is  not  so  plain 
as  it  first  appears.  If  educators  could  find  that  secret 
way,  it  would  doubtless  be  their  duty  to  follow  it,  cost 
what  it  might. 

In  seeking  to  ascertain  our  duty,  let  us  not  wilfully 
exaggerate  differences  in  modes  of  procedure  where 
there  is  essential  community  of  aim.  All  educational- 
ists, of  whatsoever  school,  who  have  endeavored  seri- 
ously to  think  on  the  subject  on  which  they  write, 
agree  in  proposing  to  themselves  wisdom  and  virtue  aa 


226  KDUCx^TlONAI,   SYSTEM   OF   COMKNIUS 

their  end.  '  Culture, '  it  is  true,  is  the  deity  which  some 
worship,  but  it  is  difficult  to  say  what  culture  is,  and 
until  we  have  settled  this,  we  may  leave  it  out  of  ac- 
count. This  we  can  safely  affirm,  that  self-culture  is 
possible  only  by  the  culture  of  that  which  is  not  self. 
Were  any  man  to  propose  himself  to  himself  as  the  ob- 
ject of  his  self-discipline,  he  would  emerge  from  the 
educational  laboratory  a  narrow-souled,  insufferable 
prig.  Let  us  drop  culture,  then,  and  confine  ourselves 
to  the  common  ground  of  wisdom  and  virtue.  All 
agree  so  far,  and  the  question  at  issue  these  three  hun- 
dred 3^ears,  and  still  unsettled,  is,  by  what  process  can 
this  supreme  end  be  attained?  By  moral  instruction 
and  training,  all  alike  answer  ;  but  by  what  further  in- 
struments ?  By  the  study  of  man  and  of  human  life 
and  thought,  as  these  are  embodied  for  us  in  language 
and  literature,  or  by  the  study  of  external  nature  and 
our  relations  to  it  ?  We  do  not  propose  here  to  attempt 
to  answer  the  question,  but  in  the  debate  between 
Humanists  and  Sense-Realists  a  service  is  rendered  if 
the  issue  be  narrowed  and  defined. 


BIBLIOGRAPHY  OF  THE  EDUCATIONAL 
WORKS  OF  COMENIUS. 


Note. — In  this  Bibliography  I  have  followed  the  order  and 
the  numbering  given  by  Prof.  Laurie  in  the  note  appended  to 
the  Life,  and  preceding  the  Educational  System.  That  gave 
only  the  Latin  titles,  and  I  have  added  in  parentheses  the  trans- 
lated titles  given  by  Benham,  pp.  117-121.  The  notes  in  brack- 
ets are  of  course  my  own. 

C.  W.  BARDEEN. 


(227) 


Vol.  I.]   EDUCATIONAL  BIBLIOGRAPHY  OF  COMENIUS     229 

Payne,  W.  H.  —  Bibliography  of  Comenius.  Pp. 
100-104  of  his  Short  History  of  Education.  Syra- 
cuse, 1881.  .50. 


J.  A.  Comenii  OPKRA  DIDACTICA  OMNIA, 
variis  hucusque  occasionibus  scripta,  diversisque  locis 
edita  ;  nunc  autem  non  tantum  in  unum,  ut  simul 
sint,  collecta,  sed  et  ultimo  conatu  in  Systema  unum 
mechanice  constructum,  redacta.  Amsterdam,  1657, 
folio,  pp.  2271. 

[The  paging,  451-591,  vol.  iii.,  is  repeated  by  the  printer.  The 
portrait  on  the  opposite  page  is  reproduced  from  the  frontispiece 
of  this  edition]. 

VOL.  I. — {Poland  Period,  16 27- 1642). 

I. — De  primis  occasionibus,  quibus  hue  studiorum 
delatus  fuit  Author,  brevissima  relatio.  (Brief  nar- 
ration of  the  circumstances  which  first  led  the  author 
to  these  studies). 

2.— DIDACTICA  MAGNA.  Omnes  omnia  do- 
cendi  artificia  exhibens.  (The  Great  Didactics, 
showing  the  method  of  teaching  all  things) . 

[See  pages  37,  42,  45,  5o»  62,  76-143,  155,  164,  165,  167,  196. 
This  was  its  first  appearance  in  Latin.  Vol.  III.  of  the  Paedo- 
gogische  Bibliothek  of  Karl  Richter  (Leipzig)  contains  the 
Didactica,  a  Life  of  Comenius,  and  notes,  edited  by  Julius 
Beeger  and  Franz  Zoubek.  An  edition  in  German 
(Grosse  Unterrichtslehre)  edited  with  introduction,  by  Dr. 
G.  A.  Lindner  (12  mo,  pp.  311,  Wien,  1877),  is  in  print,  andmay 
be  had  of  the  publisher  of  this  volume,  at  I1.50.  The  reprint 
at  Prague  in  1849  (8vo,  pp.  268)  referred  toon  page  37,  has  for 
its  title,  Didaktika  Tehoz]. 


230    KDUCATIONAI,  BIBI.IOGRAPHY  OF  COMENIUS  [Op.Om. 

3. — SCHOI.A  Materni  Grkmii,  sive  de  provida  Ju- 
ventutis  primo  sexennio  Educatione.  (The  School  of 
the  Maternal  Bosom,  or  provident  education  of  children 
during  their  first  six  years). 

[See  pages  137-143, 148.  First  printed  in  German  at  Leszno 
in  1633,  and  reprinted  at  Leipzig  by  G.  Gross.  A  new  transla- 
tion into  German  {Die  Mutterschule  von  Amos  Comenius)  by 
H.  Schroeter,  was  pubHshed  at  Weissenfels,,in  1864,  and  again 
at  Halle,  in  1874.  An  English  translation  (The  School  of  In- 
fancy), by  Daniel  Benham,  was  published  in  London  in  1858 
(12  mo,  pp.  75,  steel  frontispiece),  preceded  by  a  Life  of  Comen- 
ius (pp.  168,  steel  portrait)]. 

4. — Scholaevernaculae  delineatio.  (Delineation  of 
a  vernacular  school). 

[Comenius  writes  :  **Six  small  books  were  written,  adapted 
to  the  six  classes  of  the  vernacular  school.  These,  however, 
were  never  published ,  as  there  were  no  opportunities  of  restor- 
ing the  schools  of  my  native  land.  I  therefore  give  here  a 
translation  of  the  titles  only."  These  are  the  Violet-Bed,  Rose- 
Bed,  Garden,  Labyrinth,  Balsam,  and  Paradise  of  the  Soul]. 

5.— JANUA  LATINAE  LINGUAE  RESERATA, 
primum  edita.     (Gate  of  the  Latin  Language  opened). 
[See  below,  page  235.] 

6. — Vkstibulum  ki  Prakstructum.  (The  Vesti- 
bule before  this  Gate). 

[See  below,  page  235.] 

7. — Proplasma  Templi  Latinitatis  Dav.  Vechneri  : 
et  cur  opus  non  processerit.  (David  Vechner's 
model  of  a  Temple  of  Latinity,  and  why  this  work 
did  not  proceed). 


Vol.ii.]   EDUCATIONAI^  BIBI.IOGRAPHY  OF  COMENIUS     231 

8. — De  sermonis  Latini  studio.  (On  a  quadripartite 
study  of  Latin.) 

[Addressed  to  the  inhabitants  of  Breslau,  and  printed  at 
I^eszno,  1637]. 

9. — Prodromus  Pansophiae.  (Harbinger  of  a  Circle 
of  Sciences) . 

[See  page  46.  Benham  (p.  52)  thinks  this  was  the  work  of 
which  the  title  is  reproduced  on  the  following  page.  He  says 
(p.  118)  it  was  printed  at  Oxford  in  4  to,  1836,  atl^ondon,  12  mo, 
and  at  Paris,  &c.] 

10. — Variorum  de  eo  Censurae.  (Censures  on  this 
Harbinger). 

II. — Pansophicorum  Conatuum  Dilucidatio.  (Ex- 
planation of  these  Pansophic  attempts). 

[Published  at  Leszno,  in  4  to.] 

VOIy.  II. — {Elbing  Period^  164.2-16^6), 

I. — De  novis  Didactica  studiacontinuandioccasioni- 
bus.  (New  reasons  for  continuing  to  devote  attention 
to  didactic  studies). 

[Contains  notice  of  the  Pansophia  (Circle  of  Sciences)  :  pub- 
lished at  Dantzig  in  1643,  and  reprinted  by  the  Elzevirs  at 
Amsterdam,  1645]. 

2. — MkthoduS  lyiNGUARUM  ^oviSSiUKfundamentis 
didactids,  solide  superstructa.  (New  method  of  study- 
ing languages,  solidly  built  upon  didactic  foundations). 

[See  pages 53, 133, 154-165,  I75, 185, 196.  Printed  at  Leszno in 
8  vo,  1648,  and  reprinted  there  in  folio.  The  substance  is  given 
on  pages  154  to  165  of  this  volume]. 

3. — Latinae  linguae  Vestibui^um,  rerum  et  linguae 
cardines  exhibens.  (Vestibule  of  the  Latin  language, 
adapted  to  the  laws  of  the  most  recent  method  of  Ian- 


'^M^ 

r*^ 


It 

i 


^ 


^;k^-c/-^^  of       X)q^^'^'^ 

'gCHOOLES, 

ESIGNED   IN 

£vvo  excellent  Treatifes: 

The  firft  whereof  Summarily  fhewcth, 

The  great  necelTity  of  a  gener?iU   Reformatton  qS 

Common  Learning;  \ 
What  grounds. of  hope  there  are  for  fiich  a  ReformtiiHfi 
How  it  may  be  brought  to  paife.  t^ 

The  fecond  anfwers  ccrtaine  objedions  ordiiiarl!|  • 

madeagainft  fuch  undertakings,and  defcribcs  the  feva'f&?  y 
Parts  and  Titles  of  Workcs  which  are  {hortly  to  follow. 


Written   many  ycares  3goe  in  Latine  hy  thas 

Reverend  ,   Godly ,  Learned ,  and  famous  Divine 
M^JoHN  AmosComeni  us,otieofthc 

Seniours  ot  the  exiled  Church  o't  Motavij^..  w. 

And  norv  ufon  therequefl  of  mmy  iranflateditno  Englifh^m^^, 
piibliJJye(^  by  SanuiCJ  Hartlibj/tr  the  gemrall  good  of  this  Nation, 

LONDON,  -"^ 

Printed  for  M  i  c  n  a  e  l  S  p  a  r  k  e  feniOi',  at 
Blew  Bible  in  Greene  Arbor,  1642. 


;»j^_^^i'^<|'44l>4»^4>4>4>4'j>'|>:4*^l>i4^<^#i4'4'4>4y'l'^4i4^4'^ 


l^ol.iu]  EJDUCATIONAL  BIBI^IOGRAPHY  OF  COMEJNIUS     233 

guages  and  exhibiting  the  cardinal  points  of  things 
and  of  language). 

[See  page  235  below.  To  this  in  Vol.  II.,  are  annexed  Rudi- 
ments of'a  I^exicon  and  Grammar,  1656.  Republished  at  Tubin- 
gen, 1687.  See  Balbini,  Boh.  Docta,  p.  318.  A  "Latin  and 
German  Introductory  Lexicon  or  Sylva  of  the  Latin  Language," 
was  published  at  Leszno  in  1648,  and  reprinted  at  Frankfort  by 
Matthew  Gotz.l 

4 .  — ^Januae  1  inguarum  no  vissimae  Clavis ,  Grammatica 
Latino- vernacula.  (Key  of  a  new  gate  to  the  Latin 
Language,  or  Grammar  in  the  Latin  and  vernacular 
language,  with  short  commentaries,  in  which  are 
assigned  reasons  for  all  changes  and  emendations 
made  in  the  Grammar) . 

[Published  at  Leszno,  in  1648]. 

5. — ^Judicia  novaeque  disquisitiones.  (Certain  opin- 
ions of  the  learned  respecting  these,  and  new  disquisi- 
tions) . 

[Benham  mentions  also  in  Vol.  II.,  ''Treatise  of  the  Latin 
Language  of  the  Atrium  Court,  exhibiting  the  ornaments 
of  things  and  of  languages."] 

VOL.  lll.—{Patak  Period,  1650-1654). 

T. — De  vocatione  in  Hungariam  relatio.  (Brief  ac- 
count of  a  call  to  Hungary). 

2. — Scholae pansophicae  delineatio,  (Delineation  of  a 
Pansophic  School,  or  Workshop  of  Univeral  Wisdom, 
consisting  of  seven  classes). 

[See  page  56]. 

3. — De  repertis  studii  pansophici  obicibus.  (On  the 
obstacles  found  to  the  study  of  the  Pansophica,  with 
various  deliberations  as  to  the  means  of  removing  them). 

4. — De  ingeniorum  cultura.  (An  oration  on  the 
culture  of  innate  capacity). 


The  Portal  to  the  G^e  oF.Tplg^el 


QtiatuorEvaiigeliftge,quinqae 

renfuSjfcJ?  profefti  dicsV 
5epfcm  peticionesin  Oratione 

Dominica^ 
0^0  dies  /line  feptimana. 
Ter  tria  funt  novem. 
Decern  prcccpca  Dei# 
Undccim  Apoftoli,  dcmpto 

Judl 
DiKKieclm  fidci  articuli. 
Triginu  dies  funt  mcnfis. 
Centum  anni  funt  fcculum. 
Saranas  eft  milk  fraadam  ar- 

cifcK. 


Four  Ev0igdiftsf  ^y&f^fiSffix 

''Seven  pHJthns  in  ^^«^''«*jI^^£^ 

fltght  dgjes  m  a  jr«t  L^ndiSi^ 

Thrice  tb'fe^m  nim.  ^«  Trctrff 

Tm  Commandemmi  ofOffd,     tlmtntk 
Eleven  Ap&ftles^ud^  kihgtst*  i^e  Loid$ 

cepted.  Supper 

rwclve  Articles  of  the  Faith,    ^^'^vidss 
Thirty  daps  m  a  mmth. 
A  hundred  ye«rs  are  en  6gfi 
Satan  is,  theferger  pf  a  thoufmU 

dsceits. 


thsm. 


' 


CAP.  4. 
7)erebiuinfchoU 

SChoIafticus       frcqcntat 
fcliolam. 
Qu6in  arcibus  erudiacur* 

Initiumcftiliteris* 
E  fyllabis  voces  componuntur 
E  diftionlbus  fermo: 
Ex  libro  icgimus  tacit^. 
Autrecicamusclarci 
Involvimus  cum  membrana 
Et  ponimus  in  pulpito. 
Atramentum  eft  in  atramcnra 
riojin  quo  tingimus  calamum 
Scribimu*  co  in  charra,   in 

ucraque  pagina* 
St  perperam,  delcmus. 
Et  fignamus  dcnuo  rcftc  3  vel 

in  margine. 
Dodor  doccf. 
Difcipulus   difcic  non  omnia 

fimul,  fed  per  partw. 
Prasceptor  pr^cipic  facicnda. 

f^fftor  tcgh  Acadcnviam     T 


GHAP.  4- 
Oft{iingsinafchool» 

A     Scholar    faqucnteth  ihe 

"    [choole. 

Thit  he  ms^k  infinSedin  thi 

arts. 
The  beginmg  kpom  Utms, 
mrds  are  comp^ed  of  fylluk'es* 
Aipeechi^vBords. 
m  riddfilemlji  out  of  a  boo^. 
Or  recite  it  tdend. 
^/zwra^itup  inpmhment,- 
aAndUfitm^diil^/ 
Jnli  is  in  the  inii-y/rn,  in  r^h.ch 

wediptheqmll* 
we  write  with  it  in  paper ^  on  «- 

ther  page* 
Jfbad^y,web!otitout^ 
And  then  t9wli  ^^  ^^  ^^^  \iney&  iri 

the  moiient. 
tA  teacher  le  iichith, 
AfchaUr  ksrmib  nat  dtogttb^y 

but  by  p/n'tu  ''^' 

TheM^er  xommmdt^  things  ta 

be  dotUt  (w-^. 

The  G&t'erKor  ruUf^Hbt  Aude- 

£  TH 


VoLiii.J  KDUCATIONAIy  BIBI.IOGRAPHY  OF  COMENIUS     235 

5. — De  ingenia  colendi  primario  instrmnento  Libris. 
(An  oration  on  Books,  considered  as  a  primary  instru- 
ment far  the  cultivation  of  the  innate  capacities) . 

6. — De  reperta  ad  Authores  latinos  prompte  legen- 
dos  et  intelligendos  facili,  brevi  et  amoena  via  Schola 
Triclassi.  (A  short  and  pleasant  way  of  learning  to 
read  and  to  understand  the  Latin  authors,  in  a  triple 
course  of  instruction  —  the  Vestibule^  the  Gate^  the 
Coitri) . 

[Reprinted  at  Amsterdam  in  8  vo,  1657]. 

7. — Eruditionis  scholasticae  pars  I.  VestibuIvUM, 
rerum  et  linguae  fundamenta  ponens.  (Scholastic 
erudition,  part  first,  the  Vestibule  laying  the  founda- 
tions of  thmgs  and  of  language) . 

[See  pages  53,  56,  58,  123,  163,  169,  172,  173-180,  186,  191, 199, 
203,  206.  PubHshed  in  Latin  and  Hungarian  at  Palak  ;  in  Latin 
and  German  at  Tubingen,  1687  ;  in  Latin  and  Belgian,  with  en- 
gravings, at  Amsterdam,  by  John  Seidel.  (Benham,  p.  120).  I 
am  fortunate  enough  to  own  the  Knglish  edition  of  the  Janua 
referred  to  by  Laurie  on  page  180,  which  led  Comenius  to  pre- 
pare the  Aicctariurriy  or  revised  Vestibuluni,  A  fac-simile  of 
the  title  is  given  on  the  next  page,  and  on  the  page  following  a 
specimen  of  the  text.  The  reader  will  not  wonder  that  Come- 
nius desired  to  make  a  new  book,  if  this  was  to  be  sold  under  his. 
name.  Following  this  "  Foundation  "  comes  the  Vesiibiilufn 
in  its  original  form,  of  v/hicli  a  specimen  page  is  given  opposite].. 

8. — Eruditionis  scholasticae  pars  II.  Janua  rerum 
linguarumque  structuram  extern  am  exhibens.  a.  I,exi- 
conjanuale.  b.  Grammaticajanualis.  c.  Janualis  rerum 
et  verborum  contextus,  historiolam  rerum  continens. 
(Scholastic  erudition,  part  second,  the  Gate ;  exhibit- 
ing the  structure  of  things  and  of  language,     a.    The 


[A  N  UA 

LI  N  G  U  A  R  U  M 

RESERATA:. 

S  1  V  E, 
Omnium  Scientiarum  Sc  Linguarura 

SeminAkTiuM: 

ID   EST, 

Compendiofa  Latinam  &  Angllcam  ^   aliafque 

Linguas  &  Artiom  edan)  fund  mienta  addifcendi  me- 

thodu  ;  unii  cum  Janua?  Latinicatis  Veliibulo. 

AHtore  Cl.  Viro  J.  A.  C  o  M  E  N  I  o. 

The  Gate  of  Languages 

IINLOCKED: 

Or^  a  S  B  E  D-P  L  o  T  of  all  Arts  and  Tongues  5 
containing  a  ready  way  to  Jcarn  the  Latine 
,and  Englifh  Tongue. 

Formerly  tranflated  by  T  h  o.  H  o  r  k  :  afterwards  much 
correfted  and  aipcnded  by  J  o  h.  R  o  b  o T h  A  M : 
now  carefully  reviewedf  bv  iV,  D.  to  which  is 
prcmifcda  PORTAL. 

As  alfo  5  there  is  now  newly  added  the  Foundation  to  the  j 
Janna^  containing  all  or  the  chiefe  Primitives  of  the 
Lacine  Tongue,drawn  into  Sentences,  in  an  Alphabic- 
s*licall  order  by  G.  ?. 


L  O  ti  D  0  Wj  • 

-Ffitttcd  by  Edw.Griffin^  and  W/.  Hunt,  for  Thom^  Slater^  and  art  to  bt 
fold  by  the  Company  of  Stationers.  1  6  5  ». 


Xhe  Foundation  of  the  Gate  of  Tongue  j; 


4.  Fciftss  feftina<^ii  k^iwoi  fochSy 
qui  n^  in  esnk  fcftacsm  qmdem  vi* 
dib^t^  feftoi  j^cs  cskbrannu 

J.  Fiber  in  fibris  amnlum  fibras.Ci??. 

'  rdlt  3  tP*  fion  fibula  iti^edd&HAtA 

ficiibus  f/i  coHfenius,  fim  fidclia 


lo.  Fig^c  filiiis^aitf  filicem  cy»  filo 
.i«  fimbrw  vtj^s^  dnm  fimum  fin- 
dit  in  ^gri  ^ac,  &^fngit  ijt  mm9^ 
qubd  poteft  (itn  fertiUs  ^  qmnrvh 
hnis  ^mhm  mn  fuffiaturj  &  fir- 
cnaCiis  eji^i^i^Kj  fifcina^  quMmvis 
iifco  nrnffUsiWyHon  tmtn  a  fiftp- 
h  ahfiimt* 


U.  Flagitia /«*  A  we  flagitant,  wos 
5Pm/fw  (frf  tlagra  i  »^»8  fl/!gra> 

N^  fiede^  flcndo  /  (cdm^'igzm 
PiiC4^^^a<emm  &  fiml  ffftHs  : 
tlocci  pindd  florcs  e^  florcm  vini^ 
Tiimm  tpfki»  mdoi  ttfi  fi\\^m 
UcffmiTut^  flucrcfj^  tx  octdh,  m 
hilt  afi^mtremii. 


|3^?  "C^^l^qThi  1^^^  rpdcrcm^Mw 

'  fbscwi'^ifrrC  w^      ^uamils  tec- 

^"^BixfpsUdtY^is^  utqm  nunc 

'i<^^imttffm  nonfmm  f&cum 

i^l^*'  fefr.ina  yjii^«  .foen?ca= 


8.  Being  rewfj^  mukt  hifi  to  thy  mtfff 
cmpMni(mt\y  t&hg^  hjtpmgbotpdrf 
mi  mt  fit  anyfinU  m  tbte{^uQ,  unf 
mete  in  thine  tye,) 

9.  The  bever  in  the  hrinlii  ofrivift 
gm^j  the  (mM^  thrds  at  the  roots  of 
tnety*nd hnving nothtfiojved en  him 
the  golden  butioni^  tht  KormnSout" 
ditrs  vpiTt  rewArded}  u  content  ^?/^ 
)%i,  hi  drArvs  ivittr  iv'uhout  £  fk" 
chir^nfiib^r  tailing  plenfun  in  harps, 
no?  ^firing  the  fmth  of  men, 

10.  Tctir  io'i  f»(icm  the  ftrnmihn 
thred  in  the  bttn  of  hit  gArment^xpl^iie 
he  'duv$  the  dung  iy^  the  end  of  the 

Jsid,  end  ^ffwes  himft\f{lc.f(iften)^ 
in  his  mini  )  th/it  it  m&)  be  mak 
fruitfuU^  Ihovgh  itbs  net  ixel  fented 
(thotigb  it  be  not  perfumed  mh  gtlod 
odors)  and  hk  minde  itptngtbened 
by  hk  k^iet ;  tbii^gb  be  dmb  not  ^^^; 
joy  n  kjngs  treAJHti ,  yet  he  itkjUim 
not  frm  hi*  pipe^  "-.  > 

11.  TgHYoffmm^ioi  not  en  o^f&f 
p^rd^H9fmeihtflrip^slforptthi^ 
with  i9^0fthem'&  the  ydmSkm?. 
ThoH  Jbdlt  nc^  heM.me  by  .ri^^epinjr^ 
but  I  mil  iri^j^,  pmjbmetit  t  /Jr 
thonMowffi.i  and  at  tbi  ftLrf^iime 
fuppep  (i  c.  thoH  di(fimh:c!^:,C)  i 
ure  tht,vidiitof  t$  loc\  flfifdCi^/gv' 
th9  dug  md  fi(n9ry  pr  froth  on^tht 
top  of  tbymne  t  Ihad  r^^tr  ^dve 
the  v^ine  it  felf^  (i.e.  tc^e'm 
for  fnh'  (hiwiy  bat  ^ne  mendmen:) 
iffioiidi  of  tim  jbeuld  /?<?»?  from 
fbyeyes^  ifhmld  nft  iU$Uf^fm 

l2.^snldjggedthlsbtmh^fomd 
it  fofrmtfitU ,  thoiiib  I  exfptBedit 
fouh  tb&t  who  atsjT  m'tdd  mi  bmI^ 
a  Uti^ii  tpith  me  ^i^ijdj^ughl 
ivsi  bifort  M  wom&n  (^AffgUfewttSi 
itnd  hay^  ytt  norv  iiTPbom  h  tht 


238     KDUCATTONAL  BIBI.IOGRAPHY  OF  COM^NIUS  [Vol. in 

Janual  Lexicon,  b.  The  Janual  Grammar,  c.  The 
Janual  context  of  things  and  of  words,  giving  a  brief 
account  of  matters) . 

[Seepages  39-41,  45,  53,  56,  58,  120,  123,  163,  169,  172,  177 
179,  180-188,  199,  203,  207,  224.  Published  in  I^atin  and  Hun- 
garian at  Patak  ;  in  I^atin  only,  with  engravings,  at  Schaffliaii- 
sen,  1659  ;  in  Latin  and  German  at  Tubingen  ;  and  shortly  after- 
ward in  Latin  and  Belgian,  at  Amsterdam,  by  John  Seidel ;  also 
at  ZuUich,  in  1734.  Balbini,  Boh.  Docta,  p.  318  (Benham,  p. 
119).  The  earliest  edition  1  have  of  the  Janua  is  the  English 
edition  of  1633,  of  which  I  reproduce  the  title-page,  and  a  speci- 
men page,  on  the  two  pages  following.  In  the  English  edition 
of  1652,  just  referred  to,  Mr.  Robotham  in  the  preface  to  his 
Janua  proper,  explains  so  frankly  the  freedom  he  has  taken 
with  the  text  that  I  reproduce  the  last  two  pages  in  fac-simile, 
following  these  of  the  edition  of  1633.  The  page  reproduced 
from  the  edition  of  1633  is  thus  rendered  in  this  edition  of  1652. 

589.  Coelebs  matrimonium  589.  A  batchelour  [single-man] 
initurus,  dispicit  sibi  quam  intending  to  marry,  looks  him 
ambiat  [prociat]  virginem  nu-  out  a  marriageable,  handsome, 
bilem,  elegantem,  formosam  beautifull  maid,  with  a  dowry, 
atque  dotatam  ;  ant  viduus  to  woo  ;  a  widower  looks  out  a 
viduam.  Siquis  nobilior  cum  widow.  If  one  of  noble  birth 
plebeia  matrimonium  contra-  joyns  in  marriage  with  a 
hit,  conjugio  dispari  natales  woman  of  the  common  sort  [of 
suos  dehonestare  [dededocare]  the  yeomanry],  he  is  thought 
putatur.  by  an  unequal  1  match  to  dis- 
parage and  disgrace  his  paren- 
tage [family,  stock]. 

590.  (Dos  &  forma  nonnnn-  590.  Portion  and  feature  some- 
quam  rivales  exciunt ;  at  indo-  times  stir  up  fellow-suters  to 
tatae,  etiam  grandiores  [grand-  the  same  woman  ;  but  women 
evae]  maximam  partem  man-  that  have  nothing  to  their  por- 
eut  innuptae).  tion,  for  the  most  part  remain 

unmarried,    even    when    they 
grow  ancient  [in  years]. 


THE'GATE 

OF  TONGVES 

V  N  L  O  QK  E  D  A  N  D 
OPENED, 

Orclfe, 

A  S?minarie  or  feed-plot  of  all 
Tongues  and  Sciences, 

That  IS, 

A  fliorc  way  of  teaching  and  thorowly  learning 

wirhirt  .1  ycere  ^nd  a  halfe  at  tfac  farthcft,the  Latin,Eftgli|2i, 

French,  ai\d  any'othcrtongu^  together  with  thc^reuad 

^and  foundation  of  Arts  and  Sciences  ,  comprifcd 

tinder  an  hundred  Ttctes*  and  a 

lojS.  Pcriodj* 

inlatmcfir^i 
And  now  as  a  token  of  tharikfulneflc  brolglitt^ 

light  m  Latine,  £ngU(h,andFrench,  Inthctel4}f6 
oi  the  moft  lliuftrious  Prince  Ckarlb*> 
and  of  Brui{h>Frcnchandinfii 
Youth. 

The  fccond  E  dition,  mucli  eiJargca^ 

B^  the  labour  andindufiry  of  lonu  AKCHoRiiN^ 
ticemute  iQ  Divinity^ 

Printed  by  TAo.Cotes;-  for^Thoz^s  Sl^ir^^^yftW 


!^^6 1  L  ivlacnmomu 

ini  curus  ccelcbs,  m-j©^  a  bac^£l$a£  to? 

6tt  1S^^rx>'^Hnm 


612  Dos  &  forma 
jionnunquam  rivales" 
amamcs  q^aunt 


6zi  Procus  cum 
©btinct  ut  ei  de(pou  - 
deatnr,  fie  fpnfus  , 
&  qiisemibit^rponfa: 
life  luuVn  paraaym- 
phum  feu  proBobutn, 
hs£c  fuas  proiuibas 
labct. 


"Keserata  bt   a^ekta.  15^! 

fon  014  f£.me  Homme 
fum  mant,  vtmlani 
cQntraifer  ntarkge 
ieg&rdGi  a  quiilfera 
V  Ammty  kuTie  Bu 
uHe  OH  Viergimari" 
aUe^  m  efiant  ref, 
amti  Vefve* 

61%  Le   7)omtT^^ 


6c4  A 

k  utor 


nuptus  vir 
dicantar, 


?£?«&.a"^-'*''''^-i 


poftridic  repocia  fis 
unt. 


61^  Quinatam,fi- 
|ham  clocavit,  foccr 


te  procurent  quelque^ 
foh  des  \ArMureuxi 
des  Rivaaxy  Com- 
"voiix  ^  ScrvitiuTS, 

ffit^   a@^^     W^fi^W^y   de'^ient  k 

b^iVe^mmsnt  fb^  ^  sejk  quife  mark 
^f^ut  tmtmi^.  0?  is  U  F talced,  VEfpmjei 
'i^mt^,  n  hmn  celuj-a  a  [on  mar 

be  a  ?jn0l?gna  m%\^^^  ^  ^  ^^^^  ^ 
i»tf«;  tfte  8l«t  Ua^^^  Undemam  cn  faU 
etttttlitsWt&  dmun  fecond  Banquet. 

«ial>e, 

615    IDfjo  &ai^    ^«f   Celu$  quia 
fittJi»|ftl  Dang^rtr,  halBifaFHk  en  Mi^ 
L4 


*)(b)arc 
C-^)f9metimefy 


To  the  Reader. 

tatlnt  wants  a  proper  word  to  point  out  fome  thing 
which  our  EvgliSh    doth  properly  cxprefs  ;  in  thefc 
or  the  like  cafes  ,  be  that  hjcruputous  of  repeating 
the  fame  word,  fhall  finde  his  luperftition  to  run  him 
perforce  on  a  worfe  inconvenience  j  to  wir>  cither  often- 
times to  fpcak  n^'fenfe  •,  or  fomeiimes  to  omit  that 
which  is  fit  to  be  inferred.   Much  it  were  to  be  wifhed, 
thacH^  which  could  do  fo  m\Kh\n  Jhj^sfipittg  out  the 
firft  draught, would  himfelfc/o/j/^  it  with  his  own  pencil^ 
for  although  I  have  attempted  fomething  this  way  (as 
m^y  appear  in  part  in  this  Edition^  yet  a  little  experi- 
ence taught  me,  that  none  is  fitter  to  finifh  the  fevcral 
rooms  t  then  he  that  firft  contrived  the  whole  modzLiLt* 
fie  it  is  to  fpy  out  fome  few  defers  *,  but  how  tofupply 
them  without  wronging  the  Amf*$  intent,  or  tranfgref* 
fing  thofer«/rj  to  which  he  hath  confined  his  courfe,  is  a 
task  of  more  difficulty  then  at  firft  it  feeniVwhich  made 
me  more  fparing  in  tampering  with  the  itxtj  (as  being 
lozthfalcem  immUiere  in  alienmn  mjfem^  unlefs  I  knew  the 
owners  minde)  and  rather  bold  with  mxfgifml  annotati- 
onsifome  whereof  tend  to  \txflm  what  is  obfcQre,fomc 
to  ^fmak^  tut  what  is  wanting. 
The  tranflmon  ftri ve's  not  to  render  the  Latinc  «4  vor* 
hum  (a  task  fitter  to  be  left  to  the  mafter*s  e^re  and  the 
fcholar's  indtiftry}  but  truly  toexprefs  the  au^*s  mtxor 
ing  in  fuch  proper  words  and  current  phrafcs,  at  an  E>^» 
Ufi'mMn  wil  own  ;  and  therefore  in  fome  places  I  have 
been  bol3  to  change  the  Latine(ahhough  it  was  vsrell  be- 
fore) onely  to  have  ft  comply  tfee  better  with  good  Eng- 
iifb  :  and  that,  F'tr^ ,  for  the  benefit  of  frm^s  \  that 
look  what  help  the  9rtp^d  affoord's  to  the  atuinment  of 
iMtwt,  the  fame  may  forreiners,  that  defire  to  karnout 
language,  finde  in  this  tyanfMon  •,  to  wit,  ail  our  mdt 
ufcal  sftgiicifmSi  and  the  maine  body  of  our  tongcie  com- 
prifed  within  the  fmal  bulk  of  this  little  Treatife.  2.  To 
inures  young  fcholar  fcletimes  to  a  right  proper lingYi(h 
liraine ;  which  is  far  noore  4«fi^cDk,then  to  hmbM^  an  af- 
fefted  fiile  with  exotick  flaring  phrafc?,or  to  make  itftrttt 
wiih  boifterous  Mtian  language-  It  is  meer  folly  to  be 
curious  and  expert  in  fmrn  cunrung ,  and  be  aftrangcr 
tsthome:  anditfhould  be  the  cgret>f  every  tcaicber,  9$; 
weko  a€cufton[>e  a  cpde  betinses  to  the  praftice  of  j5;oarf 
^SfH^i^oigodtSm  )  owffKtfe^rc^gtte  being  likely 


*to  the  Reader.. 

{\n  the  praSicc)  ro  be  moft  «fcful ,  and  being  iadeec!  ^s 
$:a{»b!eas  any  fcholar-like  liDpfdTKXiis,  andssplsal^ 
$o  any  kindc  of  ckgancks,  as  any  whatfoer^.  $.  By 
this  means  to  dited  a  ftedcnt  to  the  readier  exprcflion 
of  proper  tatinc  l  fpr  he  that  in  conftruing  an  autor  go- 
cth  to  work  onciy  t  vtrh^my^xid  ftrain'f  his  own  tongue  ^ See 'kit 
fo  to  jump  with  the  Latine,  that  his  very  Englifh  is  bat  a  Anglo^l 
Latuifm  in  Englifh  wordy  >   when  after  he  meet's  with 
tj^faoic  fence  in  more  paOkble  Englifli*  and  is  to  tur»e 
\%  into  Latine  *,  lUthough  he  know^s  the  word  that  would 
indeed  fcrvchbturn,  yet  having  never  met  with  it  in 
that  Engiifh  habit,  butina^^to/frf/i,  he  is  as  far  to 
fcek,  as  if  he  had  nerer  fcen  ^thac  word  before.  Whereas 
he  that  obfcrv^j  the  idkmi,  peculiar  to  two  langtiagcs, 
taken  the  right  coorfero  beeexaft  in  the  propriety  of 
htb,  Englifh  terms,  which  found  nearc  the  Latine,  are  of 
pnrpofc  put  by,  *  that  there  might  be  roome  for  other  *  £*;» 
more  proper  and  bomkred  5  becaufe  the  Lmne  it  felfejif  f  >"*  f  *» 
once  known,  will  foon  prompt  a  man  with  fuch  fpurioui  ***/• 
ETigliJb^  as  (like  a  Jefuit)  jet*s  in  a  new  Englilb habit,  but*^*^ 
Is  K)r  fubftance  K<w2i/B«    Words  inclofed  in  tvfo  fmi» 
quadmts  Q  (whether  in  th(;  original  or  tranflation  )  are 
SynonytM  to  the  word  precedent ,  and  may  be  ufcd  indif^ 
tcrently  in  the  fame  fignification. 

f  hcfe  rudiments  bei ng  thus  laid,  what  ad^vantage  may 
liencc  rife  to  the  hirtherance  of  yputh,  and  prevention  of 
much  necdlefs  trouble,  I  leave  to  the  witnefs  of  thofc 
thgthave  had  experience,  and  the  trial  of  fuch  as  wil 
pat  in  ure ;  not  doubting  but  the  pht  it  felfe  wil  thrive, 
being  thus  far  advanced ,  although  the  prefent  mdtna» 
\m  faile  of  fuli  performance.  Free  i  r  is  for  every  man 
tomifiikewhathepleafeth  j  provided  that  hehimfelfc 
commeth  out  with  (bme  device ,which  with  as  great  pro- 
bability  of  rcafon  noay  more  conduce  to  publick  good, 

JOH.  ROBOTHAM. 


JANUA 


Tol.iii.]  KDUCATIONAI,  BIBI.IOGRAPHY  OF  COMKNIUS     243 

To  show  further  how  many  changes  were  made  in  the  various 
editions,  I  will  give  the  same  paragraphs  from  an  edition  pub- 
lished in  Paris,  1815,  by  Jean-Francois-Bastien.  The  contrasrt 
in  the  French  translation  from  that  of  1633  is  quite  interesting. 
■589.  Matrimonium  in  i  t  u  r  u  s  589.  Le  celibitaire  qui  veut  se 
coelebs  seu  innuptus,  despicit  marier,  cherche  une  fille  nu- 
sibi  quam  ambiat  et  prociat  bile,  bien  faite,  belle,  ayant  de 
virginem  nubilem,  elegantem,  la  fortune,  a  laquelle  il  puisse 
formosam,  atque  dotatam,  at  s'unir,  et  en  fait  la  demande  ; 
viduus,  viduam.  mais  le  veuf,    recherche  une 

veuve. 

590.     Dos  et    forma    nonnun-    590.     La  dot  et  la  beatite  attir- 
quam    rivales     et     coamantes    ent  quelquefois  des  rivaux. 
exciunt. 

Other  editions  hardly  worthy  of  special  mention  are  the  6th 
English  edition,  12  mo,  pp.  374,  London,  1643  ;  an  edition  in 
Latin,  English,  and  Greek,  12  mo,  with  plates,  London,  1662  ; 
and  another  in  Latin,  French  and  Greek,  Svo,  Amsterdam, 
1665]. 

9. — Eruditionis  scholasticae  pars  III.  Atrium 
rerum  etlinguarum  ornamenta  exhibenvS.  (Scholastic 
erudition,  part  third,  exhibiting  the  ornaments  of 
things  and  of  the  Latin  language) . 

[See  pages  54,  58,  169,  172,  188-190,  199,  207.  Also  of  Pala- 
iium&nd.  Thesaurus,  (163,  180),  123,  163,  170.  Oi  Auclarium^ 
161,  180.  Published  at  Patak  in  8  vo,  and  at  Nuremberg  by  the 
Endters,  1655]. 

10. — Fortius  redivivus,  sive  de  pellenda  Scholis  ig- 
navia.  (Fortius  reanimated,  or  Idleness  driven  from 
the  Schools). 

[See  quotation  from  Fortius,  page  168.  Referring  to  the  well- 
known  treatise  of  Joachim  Fortms  Ringelbergius  (1500-1536) 
De  Ratione  Studii,  of  which  an  English  translation  by  G.  B. 
Earp  (12  mo,  pp.  171)  was  published  in  London  i.i  1S30,  and  in 
Philadelphia  (16  mo,  pp.  103)  in  1847]. 


JOH.  AMClfl&COMENII 

ORBiS  SEN 

SOALIUM    PICT  US 

QXlADRjIimGUIS, 


i{ectB 


Omnium  'tundamientaliijm  inirmndo  rcrum ,  &  inr* 

vitaaftionuic, 

GERM ANICA.  LA^xm A,  ITALICA, 
ET  GAiL'iCa. 


Cum  QratU  (^  Pri'vil.  hac  Ca/I  M^]  eftatu  $  ^  Ser6n:jJ. 

EleilorU  Saxctti-ct, 

N  O  a  1  B  E  a  GiL,      ,    . 
SumtibuS   MlCHA£LIS&    JoH.    FriDE  KfC^fr'g'N  D  T  E  RO  R  U  ft>. 

Anno  Salutis  clj  1^ c  LX^XiX^' 


Vol.iii.]  KDUCATIONAI,  BIBI.IOGRAPHY  OF  COMKNIUS     245 

1 1 . — Praecepta  morum  in  usum  Jnventutis  collecta. 
(Moral  precepts  for  the  use  of  youth). 
[Published  in  8  vo,  atPatak,    1653]. 
1 2 . — Leges  bene  ordinatae  scholae.   (Laws  of  a  well- 
regulated  school). 

[Published  in  8  vo,  at  Patak], 

13. — Orbis  se:nsuai.ium  pictus.  (Pictured  World 
of  Sensible  Objects  ;  or  Illustration  of  the  Vestibule 
and  Gate  of  the  Latin  language) . 

[See  pages  56,  190-192,  204.  Also  Barnard's  Journal  of  Edu- 
cation, vi.  585  ;  xxviii,  859.  Only  an  announcement  here.  Ben- 
ham  says  (p.  119)  :  ''  This  was  translated  into  English  by 
Charles  Hoole,  who  dated  his  preface  '  From  my  school  in 
lyothbury,  I^ondon,  Jan.  25,  1618,'  i.  e.,  old  style.  The  nth 
edition  is  dated  in  1727  ;  the  12th  in  1777,  and  was  by  Wm. 
Jones,  of  Pluckley.  There  was  one  edition  published  in  1672, 
and  one  in  1689.  Chalmers'  Biogi.  Diet,  has  a  short  notice  of  Mr. 
Hoole,  Vol.  xvii,  pp.  144,  145." 

The  earliest  edition  I  have  is  that  of  1679,  of  which  the  title  is 
reproduced  on  the  opposite  page.  The  151  chapters  occupy  603 
gages,  to  which  are  added  a  preface  of  32  pages,  a  "  title-regis- 
ter "  of  11  pages,  a  '*  word-register  "  of  48  pages,  and  an  "  index- 
vocabularum  ' '  of  280  pages,  making  altogether  a  thick  volume 
of  974  pages,  bound  in  vellum.  The  plates  are  in  minute  de- 
tail the  same  as  those  in  my  reprint  of  1887  (taken  from  the 
English  edition  of  1777),  except  that  the  plate  for  the  Introduc- 
tion instead  of  being  the  same  as  that  for  151  is  different,  repre- 
senting the  master  sitting  in  a  chair.  The  plate  for  4  (Coelum) 
is  omitted,  (see  notice  of  next  edition),  and  that  for  94  is  re- 
versed. In  this  edition  what  is  106  in  my  edition  precedes  105, 
and  the  two  hemispheres  are  printed  in  reversed  order.  But 
otherwise  the  plates  are  identical,  and  although  this  Nurem- 
berg edition  is  in  capital  condition,  the  pictures  are  not,  on  the 
average,  any  clearer  than  those  in  my  reprint. 

The  next  Nuremberg  edition  I  have  is  that  of  1746,  of  which 


JOH.  AMOS  COMERS 


SENSUALIUM  PICTl 

dcnu6  aufti  &  nova  cura  emendapi 

FJRS  SBCVNDJy 

CU  Figurisi  infedba  &  illuGrata, 
Cujt^s  bsncficio  Tyrmthm 

facillima  methodo  &  fumma  voluptate  ipgen^ 
clegantium  Phrafium  ae  rariifimorum  Tcf  minorurn 

Artiiim  in  PRIMA  PARTE  noh  extantiuaa,  copis 
inftilUri  poteft; 

Sluibu$  'z/^r/^  MORULA  A  ^rf  einend^knem  ^ 

Cum  INDICE  locupletifTimo, 


imatm 


2ln&erer  tEfeeil/ 

ouf  elnc  qar  lei^te  S(rtu»b  mtt  ar&ffcrgug/  erne 

mu  in  imferfd)ieMicl;eji  ifunficiT.  unt)  fianl^f^itrungen  rln  :Oisg 
§u  fiK&m^  &e90e6ra<&f  it»eiDe»  fan  j  ^ 

^t&  (BtmuXB  AlferbartD  DienUdbe  «gittea*2afereii 
9?fl)fl  dnem  m\t\h\{t\qm  3Jegi|fnv 

Regis  PoLCf?,  arqti€  Eleliorts  SaxoTj, 

Sumcibus  Joa  Andr.  Ex^dtfiu  Hi£g^u>c, 


Vol.iii.]  KDUCATIONAI,  BIBJuIOGRAPHY  Ol^  COM^NIUS     247 

I  reproduce  on  the  opposite  page  the  title  page  of  the  second 
volume.  For  the  book  is  now  extended  to  two  volumes  of  446 
and  512  pages,  respectively.  The  first  volume  contains  the 
usual  151  lessons,  gives  the  same  plate  as  the  1679  edition  for 
the  introduction,  but  curiously  enough,  repeats  that  plate  in- 
stead of  giving  the  other  for  151.  As  in  the  1679  edition,  the 
figure  is  omitted  from  4  (Coelum),  but  the  reason  appears  in  a 
leaf  prefixed  to  the  second  title,  which  gives  the  same  plate  as  in 
my  reproduction,  but  with  the  place  in  the  centre  for  the  earth 
left  blank,  and  the  little  circle  of  the  earth  itself  below,  with  this 
explanation  :  ''This  larger  figure  belongs  to  the  tenth  page,  in 
which  the  white  centre  space  being  cut  out,  the  smaller  figure 
may  be  fitted  into  the  middle,  and  so  laid  on  the  larger  that  we 
can  turn  the  larger  around  under  the  smaller  figure  ' ' — a  primi- 
tive attempt  at  a  planetarium.  For  43  (the  soul  of  man)  an  en- 
tirely new  representative  is  given,  so  different  from  the  original 
that  I  here  reproduce  it.  This  is  the  change  of  which  Von 
Raumer  complains. 


*J^^r-'^' 


X 


Coi^nix  cornicatur,  k  a 

The  C7^ow  crieth. 

Agnus  balat,  b  e  ^  e 

The  Zamd  blaiteth. 

Cicada  stridet,  ci  ci 

The  Gf-asshopper  chirpetb. 

Upupa  dicit,  dudu 

The  Whooppoo  saith. 

Infans  ejulat,  e  e  e 

The  Infaiit  crieth. 

Ventus  flat,  fi  fi 

The  Wind\Ao^^lh, 

Anser  gingrit,  ga  ga 

The  Goose  gagleth. 

Os  halat,  ha'h  ha'h 

The  Mouth  breatheth  out. 

Mus  mintrit,  i  i  i 

The  Mouse  chirpeth. 

Anas  tetrinnit,       kha,  kha 
The  Duck  quaketh. 

Lupus  ululat,  lu  ulu 

The  /^^// howelth. 

[mum 
Ursus  murmurat,  mum- 
The  Bear  grumbleth. 


Aa 

B  b 

Cc 
D  d 
Ee 
Ff 

C^g 
Hh 
li 
Kk 


M  m 


Vol.iii.]  EDUCATIONAI,  BIBI.IOGRAPHY  OI''  C0M:^NIUS     249 

The  second  volume  is,  of  course,  entirely  new  matter,  and 
gives  another  150  chapters.  We  have  the  Singer,  the  Organist, 
the  Dancing-Master,  the  Jeweler,  the  Sculptor,  even  the  Anchor- 
Maker,  the  Cannon-Firer,  and  the  Poet,  with  early  attempts  at 
the  Fire-Cracker  (loi),  and  a  genuine  Billiard -table  (137).  But 
the  interest  of  this  added  volume  is  entirely  cyclopaedic.  It 
gives  one  hundred  and  fifty  entertaining  pictures  of  customs  and 
manners  of  the  time,  but  it  is  pedagogically  only  a  weak  imita- 
tion of  a  sound  idea. 

The  English  edition  of  1777  I  reproduced  in  1887,  and  copies 
may  still  be  had  at  $3,00  each.  I  give  a  specimen  page  oppo- 
site. This  is  the  second  American  edition,  for  a  reprint  of  the 
twelfth  English  edition  was  published  in  New  York  in  1810, 
*'printedand  sold  by  T.  &  J.  Swords,  No.  160  Pearl-street."  The 
cuts  are  all^new,  evidently  engraved  here,  and  in  some  instances 
modernized,  as  for  instance  58  (a  feast),  which  might  have  been 
given  on  the  Battery  in  1810.  As  a  specimen  of  this  edition  I  re- 
produce below  the  picture  corresponding  with  98  (a  school) 
in  my  edition. 


I  have  an  interesting  edition  of  the  Orbis,   published  in  St. 
Petersburg  in  1808.    The  test  is  in  I^atin,  Russian,  and  Ger- 


250     KDUCATIONAI.  BIBI^IOGRAPHY  OF  COMKNIUS  [Op.Om. 

man,  and  the  cuts  are  all  hand-printed  on  inserted  paper.  Only 
eighty  chapters  are  given,  and  tlie  cuts  show  many  changes 
from  the  originals,  as  in  that  of  the  Heaven,  here  reproduced. 


C  oeliim . 


II        L  e  Qiel 


2)ef  pimtnei 


Hebo 


The  cuts  all  give  the  title  in  French,  as  well  as  in  the  other 
three  languages.  In  the  preface  to  my  edition  of  the  Ordis,  I 
speak  of  a  Vienna  edition,  1779,  with  only  82  plates,  but  with  a 
curious  additional  cut  of  the  Heaven.  An  edition  with  the  151 
plates  was  published  at  Magdeburg  in  1723.  The  eleventh 
English  edition  (16  mo,  pp.  200)  was  published  in  1728.  The 
fifth  edition  of  a  book  edited  by  J.  B.  Gailer  was  published  at 
Reutlingen  in  1842  with  the  title  :  "  Neuer  Orbis  pictus  fur  die 
Jugend  Oder  Schauplatz  der  Natur,  der  Kunst  u.  des  Menschen- 


Vol.iv.]  EDUCATIONAI,  BIBI,IOGRAPHY  OF  COMKNIUS     251 

lebens  in  322  lithograbbldga.  mit  genauer  Erklar.  in  deutscher, 
lat.,franz.,  engl.  u.  ital.  Sprache  nach  der  fruh.  Anlage  des  Co_ 
menius  bcarbeitet." 

In  England  books  in  imitation  of  the  Orbis  finally  came  to 
omit  the  name  of  Comenius  altogether.  Thus  we  have  ' '  The 
London  Vocabulary,  English  and  I^atin,  put  into  a  new  Method, 
proper  to  acquaint  the  learner  with  Things  as  well  as  pure  Latin 
Words.  Adorned  with  26  Pictures  for  the  use  of  Schools,"  by 
James  Greenwood,  based  on  the  method  of  Comenius,  but  criti- 
cizing it.  The  23d  edition  of  this  little  book  (24  mo,  pp.  123) 
was  published  in  London  in  1797. 

Mr.  Greenwood  also  wrote  the  preface  to  the  first  edition  of 
**The  London  and  Paris  Vocabulary,  English,  Latin  and  French; 
designed  for  the  use  of  schools.  The  English  and  Latin  from 
the  25th  London  edition  ;  the  French  by  N.  Faucon,  author  of 
Chambaud's  French  Grammar  and  Exercises  abridged,"  an  edi- 
tion of  which  (12  mo,  pp.  112)  was  [published  in  Cambridge, 
Mass.,  in  1816.  The  two  volumes  last  named  may  be  found  in 
the  library  of  Harvard  University]. 

14. —  Schola  Ludus :  hoc  est,  Januae  linguarum 
praxis  comica.  (Scholastic  Play,  or  Comic  Praxis  of 
the  Gate  of  I^anguages) . 

[See  pages  56,  57,  61,  192-194,  208.  Published  at  Patak  in 
1655  ;  and  at  Amsterdam  in  1656,  by  Abraham  a  Burg]. 

15. — lyaborum  scholasticorumin  Hungaria  obitorum 
Coronis.  (Cornice  or  conclusion  of  Scholastic  Labors 
discharged  in  Hungary.     A  valedictory  Oration). 

[See  pages  58,  59.  Benham  adds  also,  **  16.  The  Blessed 
Guard,  or  Army  of  good  deeds  of  a  Holy  Soul,  entering  the 
Eternal  Kingdom  with  triumph  ;  being  a  funeral  Oration  on  the 
death  of  Lewis  de  Geer,  senior]. 

VOIy.  IV. — {Amsterdam  Period,  16^4.-16^'/). 

I. — Vita  gyrus,  sive  de  occasionibus  vitae,  etquibus 
Autorem  in  Belgium  deferri,  iterumque  ad  intermissa 


252    KDUCATIONAI,  BIBIvIOGRAPHY  OF  C0MKNIU6  [Op.Om. 

didactica  studia  redire  contigit.  (Life  a  Gyration  ;  or 
an  account  of  circumstances  by  which  it  happened  that 
the  author  was  carried  to  Belgium  and  then  returned 
to  resume  his  interrupted  didactic  studies). 

2. — Parvulis  parvulus. 

,  [See  full  title  and  translation,  page  179.     Published  in  8  vo, 
at  Amsterdam] . 

3. — Apologia  pro  Latinitate    Januae   Comenianae. 
(Apology  for  the  Latinity  of  the  Gate  of  Comenius), 
[See  page  61.     Published  in  8  vo,  at  Amsterdam]. 

4. — Ventilabrum  sapientiae,  sive  sapienter  sua  ret- 
tractandi  ars.  (Wisdom's  Winnowing  Fan  ;  or  the 
art  of  wisely  reviewing  one's  own  opinions.  To  which 
is  annexed  a  short  review  of  all  the  author's  Didactic 
writings,  with  corrections). 

[See  pages  62,  179,  194]. 

5. — E  labyrinthis  scholasticis  exitus. 

[For  full  title  and  translation,  see  p.  63]. 

6. — I^atium  redivivum,  hoc  est,  de  forma  latinissimi 
CoUegii,  seu  novae  romanae  civitatulae ;  ubi  latina  lin- 
gua usu  et  consuetudine  ut  olim,  melius  tamen  quam 
olim,  addiscatur.  (Latin  resuscitated;  or  Form  of  a 
purely  Latin  College,  or  of  a  new  little  Roman  state  ; 
where  the  Latin  language  may  be  learned  by  constant 
use  as  formerly,  yet  better  than  formerly). 

7. — Typographeum  vivum,  hoc  est :  ars  compendiose 
et  tamen  copiose  ac  eleganter  sapientiam  non  chartis, 
sed  ingeniis  imprimendi.  (The  living  Printing  Press  ; 
or  art  of  impressing    Wisdom    compendiously,    yet 


voi.iv.]  e:ducationai.  bibliography  of  comknius    253 

copiously  and  elegantly,  not  on  paper,  bnt  in  the 
mind). 

[Seepage  65]. 

8. — Paradisus  ecclesiae  reductus  ;  hoc  est  optimus 
scholarum  status,  ad  primaeparadisiacaescholaeideam 
delineatus.  (The  Paradise  of  the  Church  restored  ;  or 
best  condition  of  Schools  ;  delineated  according  to  the 
idea  of  the  first  paradisaical  school). 

[See  page  66]. 

9. — Traditio  lampadis,  hoc  est  studiorum  sapientiae 
christianaeque  juventutis  et  scholarum,  Deoethomini- 
bus  devota  commendatio.  (Tradition  of  the  Lamp  ;  or 
a  devout  commendation  of  the  study  of  Wisdom ,  and 
of  the  Christian  youth  and  of  schools,  to  God  and  man  ; 
thus  placing  the  Cornice,  as  it  were,  on  the  edifice  of 
Didactic  study). 

[See  page  66]. 

10. —  Paralipomena  didactica.  (Didactic  after- 
thoughts.) 


PaedagogischeSchriften,  Uebersetzt  und  mit  Anmer- 
kungen  und  des  Comenius  Biographic  versehen  von 
Th.  Lion.  [Published  (16  mo,  pp.  543)  at  Langen- 
salza] . 

Ausgewaehlte  Schriften.  Mutterschule,  Pansophie, 
Pangnosie,  etc.  Uebersetzt  und  mit  Erlaeuterungen 
versehen  von  Ju.  Beeger  und  Johann  Leutbecher. 
[Published  (8  vo,  pp.  375)  at  Leipzig]. 

Porta  Sapientiae  reserata,  seu  nova  et  compendiosa 
methodus  omnes  artes  ac  scientias  addiscendi.    (The 


THE 

True  and  Readie  Way 

To  Learne  the 

LATINE  TONGUE. 

A ttcfted  by  Three  Exc^Iently  Learned 

and  Approved  Authours  of  Three  Nations: 

/  Eithardm  LubinuSj  a  German, 
^y^jM"";  Richard  CaretP,  of  Anthony  in 
))     Corfiwall'^ 
^The  French  Lord  of  <SMofjtaigm, 

Prefented  to  the  Vnpajrtiallj  both  Poblick 

and  Private  Confideratiotss  of  thofc  that  feck  the 

Advancement  of  £E  A  RN  I N  G  in  thcfc 

N  A  r.  I  0  N  S. 

By  Samuel  Hartlib,  EJq; 


LONDON 
Printed  by  Jt.  and  fr.  Leyhurn  ioi  the  Common-%vealch 
QiLeArnin^^    MDCLIV. 


Works.]  KDUCATIONAI.  BIBI^IOGRAPHY  OF  COMKNIUS     255 

Gate  of  Wisdom  opened  ;  or  a  new  and  compendious 
method  of  acquiring  the  knowledge  of  all  arts  and 
sciences) . 

[Published at  Oxford  in  1637,  London,  1639.  (Benham,  p.  52)]. 

Illustris  Scholae  Patakinae  Idea. 

[Seepage  56]. 

Pansophicae  classibus  septem  adomandae  Delineatio. 

[See  page  56]. 

Synoposis  Novissimae  Methodi. 

[See  page  61]. 

Informatorium  Scholae  Maternae. 

[See  page  142]. 

De  La tinae  linguae  studio  perfecte  instituendo  Dis- 
sertatio  Didactica. 

[See  page  211.  Published  in  1637.  We  give  opposite  the 
title  of  the  work  of  Lnbinus,  referred  to  on  pp.  10,  35,  155,  160]. 

Primitiva  Latinae  Linguae. 

[In  Latin,  German  and  French,  with  71  plates  on  copper. 
Small  8  vo,  Nuremberg,  1736] 

Grammaticae  facilioris  praecepta. 

[Published  at  Prague,  16 16.     See  p.  31]. 

Pansophiae  diatopsis,  Ichnographica  et  Orthograph- 
ica.     (Table  of  contents  of  the  Pansophia.) 

[See  pages  52,  63.  Publishediat  Dantzig,  1643.  Benham  says 
(p.  159)  that  in  1702,  Prof.  Buddaeus  of  Halle,  published  a  work 
containing  a  portion  of  Comenius's  Opus  Pansophicum.  en- 
titled Panegersia,  seu  dererum  humanorum  emendatione.  (Uni- 
versal science,  or  concerning  the  Improvement  of  Human 
Affairs)]. 

Letter  to  Montanus,   Dec.  lo,  1661. 

[Published  in  24  mo,  at  Amsterdam,  1662.] 


256     KDUCATlONAIv  BIBIvIOGRAPHY  OF  COM]E;nIUS    [Biog. 

Natural  philosophy  reformed  by  divine  light  :  or  a 
synopsis  ofphysicks  :  exposed  to  the  censure  of  those 
that  are  lovers  of  learning,  and  desire  to  be  taught  of 
God.  Being  a  view  of  the  world  in  general,  and  of  the 
the  particular  creatures  therein  contained  ;  grounded 
upon  scripture  principles.  With  a  brief  appendix 
touching  the  diseases  of  the  body,  mind,  and  soul ; 
with  their  general  remedies. 

[Published  (24  mo,  pp.  256)  in  London,  1651.  See  page  45^ 
where  it  is  said  to  have  been  originally  published  in  1633]. 

Comenius's  Revelation  Revealed  by  two  Apocalypti- 
cal Treatises,  translated  out  of  the  High  Dutch,  with 
a  Dedication  to  Oliver  St.  John  by  Sam.  Hartlib,  and 
a  long  Discourse  by  John  Durie. 

[Published  in  12  mo,  London,  1651]. 

Biography  and  Criticism. 

Pedagogical  Biography,  No.  2.  John  Amos  Co- 
menius.  By  R.  H.  Quick,  (16  mo.  pp.  26).  Syracuse, 
1886.      .15. 

[Chapter  III.,  of  his  *'  Educational  Reformers."] 

Benham,  Daniel.  The  School  of  Infancy.  An 
essay  on  the  Education  of  Youth,  during  the  first  Six 
Years.  By  John  Amos  Comenius.  To  which  is  pre- 
fixed a  sketch  of  the  Life  of  the  Author.  London, 
1858.     Cloth,  12  mo,  pp.  168-75.    Portrait.       5.00. 

Hark,  J.  M.  The  Private  Life  and  Personal  Char- 
acteristics of  John  Amos  Comenius.  (Pp.  196-204  of 
Proceedings  of  the  Department  of  Superintendence  of 
the  National  Educational  Association  for  1892). 


Biog.]    EjDUCATlONAIv  BIBI^IOGRAPHY  OF  COMKNIUS      257 

Vrbka,  Anton.  I^eben  mit  Shicksale  des  Joliann 
Amos  Comenius.  Mit  Benuntzung  derbesten  Quellen 
dargestellt.     17  111.  Znaim,  1892.  i.oo. 

Seyffarth,  L.  W.  J.  a.  Comenius,  nach  seinem 
I^eben  und  seiner  paedagogischen  Bedeutung.  Leip- 
zig, 1 87 1. 

Mencik,  Ferdinand.  Jan  Amos  Komensky.  Zivo- 
topisny  Nastin  k  Tristalete  Pamatce  Jeho  Narozeni. 
Svo,  pp.  47,  8  ill.  Prague,  1892.  .25. 

[See  also  von  Raumer's  Geschichte  der  Paedagogik,  ii.  48-100; 
a  translation  will  be  found  in  Barnard's  American  Journal  of 
Education^  v.  257-298.  See  quotation,  page  70.  See  also  pp. 
1 48- 1 66  of  Williams's  History  of  Modern  Education  ;  pp.  122- 
137  of  Compayre's  History  of  Pedagogy  (Payne's  translation), 
and  pp.  256-264  of  Vol.  I. ,  of  his  Histoire  Critique  des  Doctrines  de 
I'Education.  Brief  notices  will  be  found  on  pp.  56-68  (English 
edition)  of  Browning's  Educational  Theories,  on  pp.  13,  14  of 
Gill's  Systems  of  Education,  and  on  pp.  203-216  of  Paroz's  His- 
toire Universelle  de  la  Pedagogic,     See  also  the  following  :] 

Bayl:e:'s  Historical  and  Critical  Dictionary.  Lon- 
don, 1735. 

["Bayle's  treatment  of  Comenius  shows  a  complete  misap- 
prehension of  his  character. ' '     Page  68] . 

Michklkt's  Nos  Fils.     Paris,   1887. 
Carpzov's  Religionsuntersuchung  der  Boehmischen 
und  Maehrischen  Brueder. 

PIvITT's  Contribution  to  the  History  of  the  Unity  ot 
the  Brethren.     1828. 

Peschkck's  Reformation  and  Anti- Reformation  in 
Bohemia.     I^ondon,  1845,  (2  vols.,  8  vo). 

Gindei^y's  Ueber  des  J.  A.  Comenius's  I^eben  und 


258     KDUCATlONAIv  BIBI.IOGRAPHY  OF  COMENIUS      [Crit. 

Wirksamkeit  in  der  Fremde.  (Proceedings  Vienna 
Academy  of  Science,  1855).  Revidierter  abdruck, 
Znaim.      1892.  i.oo. 

Cranz's  Histories  of  the  Brethren.     London,  1780. 

PiiyARZ  and  MoRAiRTz's  History,  political  and  ec- 
clesiatical,  of  Moravia.     Brunn.     1785-1787. 

Regenvoi^scius's  Historical  and  Chronical  Con- 
spectus of  the  Slavonian  Churches.     Utrecht,  1652. 


BuTivKR,  Nicholas  Murray  The  place  of  Comenius 
in  the  History  of  Education,  16  mo,  pp.  20.  Syracuse, 
1892.  .15. 

Maxwki.Iv,  W.  H.  The  Text-Books  of  Comenius. 
With  portrait,  and  27  cuts  from  the  Orbis  Pictus.  8  vo. 
pp.  30.     Syracuse,   1892.  .25. 

[The  two  papers  named  above  were  read  at  the  meeting  in 
Feb.,  1892,  of  the  Department  of  Superintendence  of  the  Na- 
tional Educational  Association,  Brooklyn,  N.  Y.] 

Laurie,  S.  S.  The  place  of  Comenius  in  the  His- 
tory of  Education. 

Bardkkn,  C.  W.  The  Text-Books  of  Comenius. 

Hanus,  Paul  H.  The  Permanent  Influence  of  Co- 
menius. 

[The  three  papers  named  above  appeared  in  the  Educational 
-Review  for  March,  1892.] 

Comenius,  the  Encyclopaedist  and  Founder  of 
Method.  (In  l^ondon  Journal  of  Educat-ion ,  March  i, 
1892). 

Free,  Heinrich.  Die  Paedagogik  des  Comenius. 
Theorie  und  praxis  des  Unterrichts  nach  Comenius' 


Crit.]     KDUCATIONAI.  BIBLIOGRAPHY  OF  COMKNIUS      259 

Grundsaetzen,  mit  besonderer  Beruechsichtigung  des 
erstenSchuljahres.  8vo,  pp.  83.  Bernberg,  1884.  i.oo. 

Lkutbkchkr,  J.  Job.  Amos  Comenius'  Lebr- 
knnst.  Nacb  ibrer  Gedankenfolgedargestellt.  8vo,  pp. 
165.     Leipzig. 

Pappknhkim,  Eugen.  Amos  Comenius,  der  Be- 
gruender  der  neuen  Paedagogik.     Berlin,  I87I* 

Skyffarth,  T,.  W.  J.  A.  Comenius,  nacb  seinem 
Leben  und  seiner  paedagogiscben  Bedeutung.  Leipzig, 
1871. 

Crikgkrn,  H.  F.,  von.  Jobann  Amos  Comenius  als 
Tbeolog.  Ein  Beitrag  zur  Comeniusliteratur.  8vo,  pp. 
397.     Leipzig,  1 88 1.  2.00 

Beitrage  zur  Paedagogie.  Ueber  die  bistoriscbe 
Darslellung  der  paedagogiscben  Ideen,  mit  besonderer 
Beziebung  auf  Rousseau  und  Comenius.  Lowenberg, 
1875. 

HoFFMKiSTKR,  Herm.  Comenius  und  Pestalozzi  als 
Begruender  der  Volksscbule,  wissenscbaftlicb  darges- 
tellt.     8  vo,  pp.  96.     Berlin,  1877. 

BoKTTiCHKR,  Wilbelm.  Die  Erziebung  des  Kindes 
in  seinen  ersten  secbs  Jabren,  nacb  Pestalozzi,  und 
nacb  Comenius.     Znaim,  1892.  .25. 

Castens,  a.  Ueber  **  Eins  ist  notb  (unum  neces- 
sarium)"  von  Comenius.     Znaim,  1892.  .25. 

[See  page  70]. 

Was  muss  uns  veranlassen,  im  Jabre  1892, 

das  Andenken  des  Amos  Comenius  festlicb  zu  macben. 
8  vo,  pp.  25.     Znaim,  1892.     .25. 

Comenius   als  Kartograpb  seines  Vaterlandes.     Mit 


260      KDUCATII^NAI,  BIBI^IOGRAPHY  OF  COMKNIUS     [Crit. 

einem  Neudruck  der  Karte  von  Maehren  des  Comenius 
in  der  Ausgabe  vom  Jahre  1645.     Znaim,  1892.    i.oo. 


Monatslieft  der  Comenius- Gesellschaft. 

[The  first  number  appeared  in  March,  1892,  at  Leipzig.    The 
annual  subscription  price  is  ten  marks  ($2.50)]. 


INDEX. 


ACADEMiA,  see  University. 
Aims  and  motives,  Conienius's 

defence  of  his  own,  67. 
Alsted.  Professor,  early  teacher 

of  Comenius,  29. 
Al varus,   Latin     Grammar  of, 

159- 

Amsterdam,  city  of,  60,  69;  Co- 
menius expresses  his  grati- 
tude to,  68. 

Analogy,  Comenius 's  use  of,  in 
exposition,  62,  105  ;  from  the 
carpenter's  trade,  116  ;  some- 
times fanciful  use  of,  through- 
out the  Great  Didactic,  105  ; 
see  Syncretism, 

Analysis,  as  a  method  of  ascer- 
taining tru'h,  62  ;  with  syn- 
thesis, part  of  a  perfect  disci- 
pline in  an  art,  119 ;  how 
employed  in  study  of  I^atin, 
170. 

Andrese,  Valentinus,  on  teach- 
ing of  Latin,  35,  36. 

Apprentices,  pupils  considered 
as,  to  an  art,  116. 

Aquinas,  St.  Thomas,  and  the 
Jesuit  reaction,  18. 

Arabic,  a  necessary  language 
for  physicians,  119. 

Aristotle,  his  influence  in  the 
Universities,  17  ;  Latin  trans- 
lation of,  from  the  Arabic 
formerly  in  use,  18 ;  quoted 
on  abuse  of  self-consistency, 
62 ;  to  be  taught  by  an  epi- 
tome, 217. 


Arithmetic,  how  to  be  taught 
in  the  Mother  School,  140. 

Arnoldus,  Nicholas,  68. 

'Arts,' what  Comenius  ''cans 
by  the  term,  115. 

the  seven  liberal,   taught 

in  the  Gymnasium,  147. 

Ascham,  his  influence  o  n 
grammar  schools,  16;  as  a 
critic  of  Method,  35. 

Associated  words,  principle  of, 
177. 

Astronomy,  Comenius's  treat- 
ise on,  45. 

Atrium  Linguce  Latince^  Com- 
enius's, 54. 

Atrium,  the  third  Latin  Text- 
book, 188-190. 

Attention,  means  of  sustaining, 
in  pupils,  100. 

Auctarium,,  sequel  to  the  Ves- 
tibulum,  61,  180. 

Augustine  quoted,  64. 

Bacon,  Lord,  his  Advance- 
ment  of  Learning,  19 ;  his 
Org  anon,  19 ;  his  study  of 
Nature,  19 ;  the  father  of 
Realism,  21 ;  impression  of 
his  Instauratio  Magna  on 
Comenius,  43,  44  ;  his  idea 
of  a  *  universal  college,'  48  ; 
his  general  influence  on  Com- 
enius, 73,  218. 

Bayle,  in  his  Dictionary,  mis- 
apprehends Comenius's 
character,  68. 


(261) 


262 


I.ITO  AND   WORKS    OI^   COMKNIUS 


Bnin,  Chr.  op,  de,  54. 

Bodinus,  his  work  stirs  up 
Comenius,  33  ;  on  teaching 
of  Latin,  35. 

Bohemian  Brethren,  see  Mora- 
vian, 25. 

Bibliography,  227-260. 

Bourignon,  Madame,  55. 

Budaeus,  11. 

Building,  love  of,  to  be  fostered 
in  children,  142. 

Buildings,  scale  of  school,  199. 

Cai^vin,  II. 

Campanella,  Thomas,  his  influ- 
ence on  Comenius,  43. 

Caselius,  161. 

Celsus,  170. 

Challenges,  from  one  boy  to 
another,  107. 

Chaucer,  9,  11. 

Chastisement,  corporal,  165. 

Chelsea  College,  49. 

Chronology,  rudiments  of,  to 
be  taught  in  Mother  School, 
140. 

Church,  the,  follows,  and  does 
not  lead,  in  scientific,  philo- 
sophical, and  religious  pro- 
gress, 20. 

mediaeval ;    its  attitude 

towards  the  humanistic 
movement,  12. 

Church  Reformers,  their  atti- 
tude to  humanistic  move- 
ment, 12;  they  aim  at  uni- 
versal instruction ,  12. 

Class  -  books,  i  n  vernacular 
school,  145. 

Class-room,  walls  of,  to  be 
painted  with  Latin  declen- 
sions, etc.,  206. 

Colet,  his  influence  over  Gram- 
mar schools,  16. 

Collegium  Didacticum  p  r  o  - 
jected,  47,  152. 


Columella,    to  be    studied  for 
Economics,  170. 

Comenius    (Komenski),    John 
Amos,  his  birth  and  family, 
25  ;  a  Sclavby  origin  and  lan- 
guage, 26 ;   early   education, 
27  ;  begins  Latin  in  his   six- 
teenth year,  27  ;  Moravian  in 
heart  and    soul,    28  ;   barely 
appreciated  Humanism,  28 ; 
at  College  of  Herborn  in  Nas- 
sau, 28  ;  attracted  to  Ratich's 
scheme,    30;     appointed    to 
school  at  Prerau    (1614)    30; 
complains  of  bad  method  of 
teaching  Latin,  30;  simplifies 
the  Latin  Grammar,  31 ;  pub- 
lishes Gra'turnaticcsfacilioris 
pTcecepta  in  1616 ;   ordained 
to  the  church   of   Fulneck, 
1618 ;   31;  his  marriage,  31; 
loses  library  and  MSS.,    32; 
writes    Labyrinth    of  the 
Worlds  32  ;  loses  his  wife  and 
only  child,  32 ;   writes  rules 
of  method  for  John  Stadius, 
32  ;  determines  to  devote  his 
life  to    the    service    of  the 
young,  33  ;  takes  refuge  from 
fresh  troubles  in  Poland,  34  ; 
publishes  his    Seminary  of 
Tongues    and  all   Sciences^ 
40;  his    Vestibulufn  in  162)2), 
41 ;    chosen    Bishop    of  the 
Scattered  Brethren,  41 ;  visits 
London,  48 ;  summing  up  of 
his  life's  aim  and  character, 
67 ;  his  second  marriage,  68  ; 
his  family,  68 ;  death,  69  ;  'an 
Apostle  ad gentes  niinutulas^ 
—  boys    and    girls,    70;   his 
merit  in  relating  virtue  to 
knowledge,  218. 

Comna,    or    Comnia,    possible 
birth-place  of  Comenius,  25. 


INDEX 


26a 


Composition,  one  of  the  '  Arts ' 

with  Comenius,  115. 
Conatuuinpansophicorum^  etc. 

47- 

Conversation,  use  of,  in  learn- 
ing Latin,  160. 

Cyrillus,  Joh.,  68. 

Czech,  or  Bohemian,  language 
spoken  by  Comenius,  26  ;  his 
Great  Didactic  first  written 
in,  37- 

Dabricius,  55. 

Day's  work,  limit  of,  146,  201. 

Becuriones,  teaching  by  means 
of,  99,  105  ;  duty  of,  in  model 
school,  200. 

Detail,  too  much,  condemned^ 
112. 

Devotion,  to  be  expressed  bod- 
ily from  the  first,  128,  142. 

Diagrams  and  pictures,  use  of, 
114,  143. 

Dialectic,  beginnings  of,  to  be 
taught  in  the  Mother  School, 
140 ;  in  the  Gymnasium,  148. 

Dialogue  form  of  school-books 
advocated,  109. 

Dictation,  107. 

Dictionaries,  not  to  be  put  into 
hands  of  a  beginner,  123  ; 
see  Lexicons. 

Didactica,  see  Magna  Didac- 
tica. 

Diet,  of  young  children,  should 
be  very  simple,  143. 

Differentiation,  use  of,  in  teach- 
ing, 97,  115- 

Discipline,  both  verbal  reproof 
and  chastisement  are,  127, 
130-136;  severe,  to  be  exer- 
cised only  in  offences  against 
morals,  131,  142. 

Disputations,  public,  useful- 
ness of,  151. 


Docem,  correspondent  of  Co- 
menius, 36,  n. 

Domavius,  on  waste  of  time  in 
learning  Latin,  30. 

Dramatic  representations,  use 
of,  191,  192. 

Economics,  beginnings  of,  may 
be  taught  in  the  Mother 
School,  141  ;  treated  in  the 
text-book,  182. 

Editions  of  books,  same,  to  be 
used  throughout,  94, 100, 103, 
109. 

Education,  two  parallel  streams 
in  history  of,  12  ;  as  under- 
stood by  the  Humanists  and 
Reformers,  12,  13  ;  by  the 
Jesuits,  14,  15  ;  difficulty  in- 
herent in  every  system,  17  ; 
importance  of  a  department 
of,  as  part  of  the  philosophi- 
cal faculty,  in  our  universi^ 
ties,  18;  want  of  method  in, 
led  to  decline  of  schools  after 
Reformation,  18;  study  of 
method  gave  their  superior- 
ity to  the  Jesuits,  19 ;  follows, 
and  does  not  lead,  the  course 
of  science,  philosophy,  and 
politics,  20;  obligations  to 
the  Sense-realists  of  first  half 
of  seventeenth  century  for 
the  scientific  foundations  of 
methodism,  21,  22. 

Elbing,  45,  53. 

Encyclopsedism  of  Comenius, 
76, 182-219. 

Endter,  Michael,  his  share  in 
the  production  of  the  Orbis 
PicttiSy  192. 

Epitomes,  Comenius  would 
teach  Plato  and  Aritsotle  by, 
217. 

Erasmus,  11,  20;   on  the  bad 


264 


LIFE^   AND   WORKS   OF   COMKNIUS 


method   of  teaching  Latin. 

30,  35. 
Europe,      school  -  systems     of 

modern,  a  tribute  to  Comen- 

ius's  judgment,  196. 
Bvenius,  Sigmund,  correspond- 
ent of  Comenius's,  36,  n. 
Excerpts,  use  of,  in   study  of 

Latin,  170. 
Exercises  in  Style,  not  to  be 

that  only,  loi. 
examination  of  written 

107,  108. 
the  first,  of  tiros,  to  be  in 

a  known  subject,  117. 

Famii^iar  things,  examples  to 
be  taken  from,  118,  120. 

Family,  the,  treated  in  a  text- 
book, 182. 

Figulus,  69. 

Foreign  languages,  when  to  be 
begun,  147. 

Frey ,  Csecilius,  on  teaching  of 
Latin,  35. 

Frisch,  on  waste  of  time  in 
learning  Latin,  30. 

Fulneck,  32. 

Oamks,  treated  in  a  text-book, 
182 ;  all  school  exercises 
might  be  turned  into,  193. 

Geer,  Gerard  de,  70. 

Lawrence    de,  Comenius 

invited  by,  to  make  Amster- 
dam his  home,  60. 

Ludovic  de,  his  friendship 

with  Comenius,  49-54  ;  death 
of,  59- 

Geography,  beginnings  of,  to 
be  taught  in  the  Mother 
School,  140. 

Geometry,  rudiments  of,  to  be 
taught  in  Mother  School, 
140. 

German  Empire,   Diet  of,  re- 


ceives Ratich's  memorial,  22. 

Gesture,  as  a  discipline,  201. 

Giessen,  University  of,  favor- 
able to  Ratich's  pretensions, 
24,  30. 

Goals,  advantage  of  fixed,  in 
teaching,  103. 

God,  all  knowledge  should  lead 
to,  77  78. 

Graduation,  university,  151. 

Grammar,  as  fundamental  sub- 
ject, 10;  how  to  be  taught, 
116;  rudiments  of,  to  be 
taught  in  the  Mother  School, 
141 ;  to  be  taught,  from  the 
material  side,  157  ;  ought  to 
be  taught  in  the  Vernacular 
School,  157 ;  Latin,  of  Al va- 
rus, 159;  an  instrument  of 
torture,  159,  Greek,  only  so 
much  to  be  taught  as  is  differ- 
ent from  Latin,  122. 

Grammars,  overloading  of,  115. 

Grammar  Schools,  improve- 
ments made  in,  under  Mel- 
anchthon,  Sturm,  Colet,  and 
Ascham,  not  permanent ; 
causes  of  this,  16. 

Greek,  knowledge  of,  exposed 
a  man  to  suspicion  of  heresy, 
12;  moderate  knowledge  of, 
included  in  Jesuits'  course, 
15  ;  a  necessary  language  for 
theologians  and  physicians, 
119;  may  be  learned  in  one 
year,  121 ;  text-book  of,  194. 

Gregory  Nazianzen,  Commen- 
ius's  favorite  quotation  from, 

37. 
Gymnasium,  should  be  formed 
in   every  province,   137 ;    or 
Latin  School,   the    idea   of, 
147-149. 

Habr^cht,  Isaac,  38,  162. 


INDKX 


265 


Hartlib,  Samuel,  correspondent 

of  Comenius,  45,  52. 
Health,    bodily,    of    children, 

should  be  a  prime  object  with 

the  mother,  even  before  birth, 

142. 
Heathen   classics,    Comenius's 

attitude  towards,  217. 
Hebrew,  a  necessary  language 

for  theologians,  114  ;  may  be 

learned  in  half  a  year,  121  ; 

text-book  of,  194. 
Helvicus,  on  teaching  of  Latin, 

35. 

Herborn,  college  of,  28,  29. 

History,  how  to  be  taught  in 
the  Mother  School,  140;  to 
be  taught  in  every  class  of 
the  Gymnasium,  150. 

Holidays,  205. 

Honors,  university,  151. 

Horace,  quoted,  113. 

Hours,  number  of,  to  be  spent 
in  vernacular  school,  146. 

Human  knowledge,  aims  at  re- 
vision and  arrangement  of, 
73. 

Humanism,  theological  gained 
the  day  among  the  Reformed 
Churches,  14  ;  Humanism  of 
the  Jesuits  not  a  mere  name, 
16. 

Humanistic  movement,  its  rep- 
resentative in  earlier  half  of 
sixteenth  century,  11  ;  its  at- 
titude towards  Aristotelian- 
ism,  17. 

Humanistic  revival  and  Theo- 
logical revival  contrasted,  16. 

Humanists,  literary  and  theo- 
logical, their  difference  of 
aim,  13,  14  ;  educational  pro- 
gramme of  the  Reformation 
and  the  Humanists  carried 
out  in  Scotland  alone,   17 ; 


comparative  failure  of  their 
Realism,  216. 
Huss,  1 1 ,  25  ;  what  he  did  for  the 
Czech  dialect,  26. 

Ii,i,usTRATiONS  on  walls,   use 

of,  206. 
Illustris     Scholce     Patakanice 

Idea,  56. 
Imitation,  use  of,  in  study  of 

Latin,  170. 
Induction,  knowledge  by  ;  the 

sum  of  Bacon's  teaching,  19. 
Infant     (or    Mother)     School 

should  be  formed  in   every 

house,  137  ;  the  idea  of.  1^9- 

141. 
Isocrates  quoted,  90. 

JANUA  LiNGUARUM,   Bateus's, 

38 ;  Comenius's  remarks  on^ 
39,  40,  53- 

Janua  Linguae  Latinae  rese- 
rata^  180-182  ;  a  Text-book, 
second  edition  of,  183-188 ;  to^ 
be  gone  through  ten  times, 
186.     Bib.,  235-243. 

Jena,  university  of,  favorable 
to  Ratich's  scheme,  30. 

Jesuits,  order  of,  education  its 
special  function,  15,  16  ;  mer- 
its and  demerits  of  their  sys- 
tem, 15  ;  advantages  arising 
from  their  making  a  study 
of  Method,  19 ;  their  schools 
praised  by  Bacon,  19  ;  under 
their  instigation  the  evangel- 
ical pastors  proscribed,  32  ; 
their  method  of  teaching  lan- 
guages, 161,  162. 

Jonston,  correspondent  of  Co- 
menius, 36. 

Kempis,  a.,  quoted,  68. 
,  Knowledge,    confounded  with. 


266 


LIFK  AND  WORKS   OF   COMKNIUS 


wisdom  by  Comeniusand  his 

followers,  220. 
Ivomenski,  ^^^  Comenius. 
Kotterus,  55. 

Labyrinths,  schools  compared 
to,  in  their  distracting  influ- 
ences, 63. 

I<anguage,  the  whole  of  a  lan- 
guage not  to  be  learned,  119. 

Languages,  to  be  learnt  sepa- 
rately, 120;  order  in  which 
to  be  learned,  120  ;  modern, 
can  be  learned  in  a  year  for 
each,  120  ;  to  be  learned  by 
practice  rather  than  pre- 
cept, 120;  different  stages  in 
learning,  122  ;  not  to  be 
learned  from  grammars  :S$  ; 
method  as  applied  to,  119, 
120;  necessary  languages  in 
their  order,  119. 

Latin  literature,  13, 

Latin,  familiarity  with,  'as  a 
common  language,the  school- 
aim  of  the  Jesuits,  15  ;  w^aste 
of  time  in  learning,  30 ;  noth- 
ing but,  to  be  spoken  in  the 
school  at  Patak,  56,  65  ; 
to  make  compendium  for 
learning,  one  of  the  three 
chief  objects  of  his  school  re- 
form, 57  ;  tedium  and  labor 
of  learning,  as  at  present 
taught,  82  ;  disadvantage  of, 
as  a  medium  for  teaching 
Latin,  91  ;  a  necessary  lan- 
guage, 35,  119;  may  be 
learned  in  two  years,  121 ; 
superstitious  attachment  to, 
144  ;  Lubinus  on  the  torture 
of  learning,  155  ;  the  vehicle 
of  all  learning,  156 ;  evil  of 
abstract  teaching  of,  157; 
grammar  should  not  be  writ- 
ten in  Latin,  158  ;  conversa- 


tional method    in  learning, 
159,  185. 

Latin  School,  see  Gymnasium. 

Latinity,  Comenius  defends 
his,  61. 

Latino-latin  Lexicon,  Comen- 
ius's,  57. 

Latiuni  Redivivum,  65 ;  see 
^  Roman  Cities.' 

Lesna,  34,  41,  60. 

Lessons,  specimen  of  Comen- 
ius's,  184. 

Letters,  revival  of,  its  date,  9; 
characteristics,  10-13,  26. 

Lexicons,  /ull,  condemned, 
112  ;  etymological,  preferred 
to  a  dictionary  for  a  young 
pupil,  123  ;  of  phrases,  syn- 
onyms, 123. 

Library,  walking,  every  cap- 
able pupil  to  become  a,  66. 

Library  and  MSS.,  loss  of,  at 
Lesna,  60. 

Lipsius,  on  grammatical  trifxcs, 
161. 

Literature  of  Greece  and  Rome, 
the  almost  exclusive  channels 
of  culture  with  the  literary 
Humanists,  13. 

Logic,  included  in  Jesuits' 
course,  15,  109  ;  one  of  the 
'  Arts,'  10,  115. 

London,  48. 

Lubinus,  Professor,  of  Rostock, 
quoted,  29;  on  teaching  of 
Latin,  35,  155  ;  advocates 
school-books  with  pictures, 
161;  see  253. 

Ludus,  Schola,  193. 

Ludus  Literarius,  the  school  a, 
196. 

Luther,  a  Humanist,  1 1 ;  his 
impassioned  appeals  in  be- 
half of  popular  education, 
13  ;  first  place  in  all  schools 
claimed  for  the  Scriptures, 


INDKX 


267 


13 ;  his  services  to  the  Ger- 
man language,  26  ;  on  the 
waste  of  time  in  learning 
Latin,  30. 
Lux  in  Tenebris^  Comenius's 
work  entitled,  55. 

Magna  Didactica^  26  ;  first 
written  in  Czech,  37,  70 ;  gen- 
eral statement  of  aim,  77; 
method  of  education  there  in- 
culcated, 83-98 ;  school  man- 
agement, 99-101  ;  the  appli- 
cation of  methods  to  practice, 
102-112,  see  229. 

Management,  school,  98-101. 

Marriage,  treated  in  a  text- 
book, 182. 

Masson,  Professor,  quoted,  45. 

Mechanics,  rudiments  of,  to  be 
taught  in  the  Mother  School, 
140. 

Melanchthon,  11  ;  his  universal 
activity  in  behalf  of  educa- 
tion earns  him  the  title  of 
Praeceptor  Germanise,  13  ; 
holds  Christian  teaching  to 
be  the  main  end  of  the  school, 
14 ;  his  influence  on  grammar 
schools  16 ;  his  attitude  to- 
wards Aristotelianism  in  the 
Universities,  17  ;  on  teaching 
of  Latin,  35 ;  advocates  in- 
struction in  grammar,  160. 

Memory,  to  be  fatigued  as  little 
as  possible,  92  ;  tasks  of,  107  ; 
how  to  be  used,  166  ;  weekly 
contests  in,  204. 

Mencel,  Abraham,  correspon- 
dent of  Comenius,  36,  n. 

iMethod, — the  secret  of  educa- 
tion, 19,  31  ;  the  Jesuits'  ap- 
preciation of,  18 ;  importance 
of,  in  relation  to  teaching  of 
Latin,  34  ;  the  thread  of  Ar- 
iadne, 64 ;  difference  of  Co- 
menius's   method  from  the 


truly  inductive,  74  ;  Luther 
recognizes  the  necessity  for, 
81  ;  in  Education,  three  great 
divisions  in  (i),  CertOy  84- 
89,  (2)  Facile,  89-94;  (3) 
Solide,  94-98 ;  application, 
of,  to  practice,  102-112  ;  ap- 
plied in  detail  to  the  sciences^ 
112-115  ;  to  the  arts,  115-119; 
to  languages,  1 19-123 ;  to 
marality,  120-127  ;  to  piety, 
127-130. 

-Comenius's,  as  applied  to 


language,  223. 

Comenius's  chief  con- 


tribution to  education,  221- 
223. 

Methodi,  Synopsis  Novissimse, 
61. 

Methods,  three,  of  ascertaining 
and  expounding  truth,  62. 

MethoduSy  Novissima  Lingu- 
arum,  described,  155,  156^ 
231. 

Milton,  his  estimate  of  Univer- 
sity teaching  in  his  own  day, 
18 ;  his  friend  Samuel  Hart- 
lib,  44. 

Mochinger,  correspondent  of 
Comenius,  36,  n. 

Modern  languages,  more  im- 
portant than  Latin,  144. 

Mohtor,  Johann,  69. 

Montaigne,  20,  160. 

Morality,  method  as  applied 
to,  124  ;  all  sciences  and  arts 
only  preparatory  to,  124; 
foundations  of,  taught  in  the 
Mother  School,  141. 

Morals  and  manners,  introduc- 
tion of  higher  tone  of,  one  of 
three  chief  objects  of  school- 
reform,  58. 

Morals  (and  religion),  the  final 
aim,  of  all  Comenius's  teach- 
ing, 65. 


268 


LIFE   AND   W0RKS    OF   COMENIUS 


Moravian  (or  Bohemian)  Breth- 
ren, 25. 

More,  Sir  Thomas,  11. 

Moser,  Martin,  correspondent 
of  Comenius,  36,  n, 

Mulcaster,  as  a  critic  ©f  Method, 

Music,  elements  of,  how  may 
be  taught  in  the  Mother 
School,  141  ;  in  the  Gym- 
nasium, 148;  teaching  of,  205. 

Mystical  leanings,  Comenius's, 
55,  212. 

NaturaIvISTic  Realism,  Com- 
enius the  true  founder  of, 
219. 

Nature,  movement  towards  the 
study  of,  represented  by 
Bacon,  19 ;  attitude  of  the 
poets  towards,  19  ;  Lodovicus 
Vives  on  study  of,  42  ;  Com- 
enius's view  of,  42. 

Nature,  bent  of,  in  each  boy  to 
be  encouraged,  112. 

Neglect,  uses  of  a  wise,  iii. 

Neighboring  nations,  languages 
of,  necessary,  119. 

New  Testament,  in  Greek,  208. 

Niclassius,  correspondent  of 
Comenius,  36,  n* 

Nigrinus,  70. 

Notation,  musical,  to  be  taught, 
207. 

ObstacIvES  and  their  remedies, 
102-105. 

Optics,  beginning  of,  taught  in 
the  Mother  School,  139. 

Or  bis  Pictiis,  56  ;  fullest  appli- 
cation of  Comenius's  princi- 
ples, 190;  use  of  illustrations 
in,  191,  192  ;  most  popular 
school-book  in  Europe,  192. 
Bib.,  245-251. 

Organization,  general,  of  a 
school-system,  137-153. 


inner-  of  a  Pansophic 

school,  196-2 1 1. 
Oxenstiern,  49,  50. 

Pagan  authors,  caution  in 
using,  130. 

Paliurus,  correspondent  of 
Comenius,  36,  n. 

Pansophia^  Comenius's  concep- 
tion of,  44. 

Pa7isophicB  Prcsludium^  47. 

Pansophic^  Diatyposis^  52. 

Pansophic  school,  inner  organ- 
ization of,  196-21 1. 

Pansophy ,  or  universal  wisdom, 
first  part  of  Magna  Didac- 
tica^  74  ;  the  temple  of  Chris- 
tian, 75  ;  its  seven  different 
divisions,  75. 

Paradisus  Juventuti  Chris- 
tiancs  reducenduSy  the  school 
as  a  spiritual  society,  66. 

Parsing,  not  to  be  pressed  in 
beginning  Latin,  175. 

Patak,  Comenius's  voluminous 
work  at,  56  ;  Seminary  at,  to 
be  an  imitation  of  a  Latin 
state,  56  ;  farewell  address  to 
school  at,  59. 

People,  schools  for  the,  the 
child  of  the  Reformation, 
12  ,  Comenius  first  taught  in 
one  of  them,  26. 

Pestalozzi,  anticipated  by  Com- 
enius, 223. 

Petrarch,  9,  ii. 

Philo,  62. 

Philosophy,  to  introduce  a  bet- 
ter, into  school  work,  one  of 
three  chief  objects  ol  school 
reform,  58. 

Physicians,  Greek  and  Arabic, 
necessary  languages  for,  119. 

Physics,  Comenius  on  the  re- 
forming of,  44,  256  ;  taught 
in  the  Gymnasium,  148;   ru- 


INDEX 


269 


diments  of,  taught  in  the 
Mother  School,  139. 

Pictures  and  emblems,  walls  of 
school  to  be  hung  with,  203  ; 
reading-books  to  be  full  of, 
do.,  207-210;  see  Diagrams; 
school  books  with,  advocated, 
161. 

Piety,  method  as  applied  to, 
127. 

Plants,  advantages  of  collec- 
tions of,  to  the  pupils,  loi. 

Plato,  to  be  taught  by  an  epi- 
tome, 217. 

Pliny  quoted,  64  ;  to  be  studied 
in  highest  class  for  natural 
science,  170. 

Pleasantness,  how  insured  in 
learning,  167. 

Poetry,  taste  for,  may  be  laid  in 
the  Mother  School,  141. 

Poland,  its  extent  in  the  time 
of  Comenius,  26. 

Polity,  book  of,  in  Reformed 
Church  of  Scotland,  exempli- 
fies union  of  theological  with 
philanthropic  spirit,  13. 

Polity,  something  of,  may  be 
taught  in  the  Mother  School, 
141. 

Porta  Sapientics  reserata^  46. 

Prayer  defined,  128. 

Precepts  of  manners^  written 
for  thePatak  school,  57, 

Primary  school,  ^^^  Vernacular 
School. 

Primer,  Latin,  see  Vestihulum. 

Printing  Press,  the  Living,  an- 
alogy with  schools,  65. 

Prodromus  Pansophics,  46. 

Progress,  only  those  pupils  who 
have  made  equal,  to  be  ad- 
mitted to    the    same    class, 

135- 
Promptuarium  Catholicon,  the 


Dictionary  for  Students  in 
the  fourth  stage,  123. 

Prophecy,  modern,  work  on 
fulfilment  of,  55. 

Proportion,  necessity  of  observ- 
ing, in  teaching,  97  ;  of 
teachers  to  the  taught,  99, 
105. 

Pseudo-students,  not  to  be  tol- 
erated in  University,  150. 

Punishment,  by  stripes,  re- 
served for  moral  offences, 
127. 

Pupils,  much  to  be  learned  by 
the  teacher  from,  168. 

Quickne:ss,    how  insured,  in 

learning,  166-167. 
Quintilian  quoted,  117. 

Racocus,  Prince,  55. 

Raphael,  Count  of  Lissa,  34. 

Ranke,  quoted,  14. 

Ratich,  Wolfgang  von,  Com- 
enius's  predecessor,  22-24 ; 
his  scheme  favorably  received 
by  Universities  of  Jena  and 
Giessen,  29,  30,  36,  154  ;  on 
the  teaching  of  grammar, 
161,  162. 

Raumer,  von,  23,  42;  his  char- 
acter of  Comenius,  70. 

Reading,  to  be  taught  with 
writing,  no,  in. 

the  vernacular,  one  of  the 

'Arts'  with  Comenius,  115, 

Realism,  true  and  false,  21,  22 ; 
its  province  in  education, 
220  ;  Comenius 's  thorough- 
going, in  education,  75. 

Reformation,  the,  gave  rise  to 
schools  for  the  people,  12, 
13,  26. 

Reformers,  educational  spirit 
of,  217. 

Religion  furnished  motive  of 


270 


I.IFK  AND   WORKS   OF   COMKNIUS 


education  350  years  ago,  16  ; 
does  so  still,  16. 

(and  morals),  the  final  aim 

of  all  Comenius's  teaching, 
65,  66. 

Religion,  rules  for  educating 
children  in,  128-130  ;  begin- 
nings of,  to  be  taught  in  the 
Mother  School,  141  ;  exer- 
cises of,  in  schools,  204 ;  al- 
ways prominent  in  Comen- 
ius's scheme,  212. 

Renascence,  characteristics  of 
the,  9-21,  26. 

Repetition  of  lessons,  advan- 
tages of,  146,  166. 

Republic,  ideal  Latin  school, 
described,  56,  57. 

Research,  scientific,endowment 
of,  151,  152. 

Rhetoric,  included  in  Jesuits' 
course,  15,  108 ;  one  of  the 
*  Arts,'  10,  115  ;  rudiments  of, 
how  acquired  in  a  Mother 
School,  141  ;  in  the  Gymnas- 
ium, 147. 

Ritter,   on  teaching  of  Latin, 

35. 

Rivalry,  advantages  of,  loi, 
105. 

Roman  Catholic  Church,  its 
attitude  towards  the  scho- 
lastic changes  of  the  revival, 
14  ;  founds  the  order  of  the 
Jesuits,  15. 

*  Roman  Cities,'  schools  which 
should  be,  171. 

Rome,  relation  of  to  Greece, 
10. 

SancMUS,  on  waste  of  time  in 
learning  Latin,  30,  35. 

Saxony,  remodelled  school  code 
of,  in  1773,  17. 

Schmidt,  23.  i 


Schola  ludus,  Co  m  e  n  i  u  s  '  s,. 
quoted,  30,  31,  56. 

Schola  Pansophica,  or  Univer- 
salis Sapientics' Officina^   56. 

Scholce  Pansophiccs  classibus 
septem  adornandcs  Deline- 
ation 56. 

Schola  Scholarum,  for  scienti^ 
fie  research,  desirableness  of^ 
47)  152,  153- 

School,  vernacular,  should  be 
formed  in  every  village,  137.. 

Schools  of  his  own  day,  criti- 
cism on,  by  Comenius,  29. 
should  be  workshops  of 


humanity  {^  officina  homi- 
mem  '),  81 ;  too  often  torture- 
chambers,  81. 

School  -  instruction  identical 
with  language  instruction  in 
15th  and  i6th  centuries,  154.. 

School-reform,  three  chief  ob- 
jects of,  58. 

Schoolmasters,  the  torturers  of 
boys,  158. 

Scientific  research,  how  to  be 
encouraged,  151,  152. 

Scioppius,  opposed  to  cum- 
brous rules  of  Grammar,  159. 

Scotland,  carries  out  educa- 
tional programme  of  Reform- 
ation and  the  Humanists,  17. 

Seneca  quoted,  64,  loi,  124. 

Senses,  advantages  of  teaching 
through  the,  94, 100,  loi,  113  ;^ 
external,  will  be  exercised 
chiefly  in  Mother  or  Infant. 
Schools,  138  ;  inner,  in  ver- 
nacular school,  138. 

Seyflfarth,  n.^  31. 

Singing,  one  of  the  *  Arts '  with. 
Comenius,  115. 

Skyte,  John,  of  Upsala,  50. 

Society,  regeneration  of,  Com- 
enius's inspiring  motive,  226* 


inde;x 


271 


Solidity,  how  insured  in  learn- 
ing, 167. 

Specialization,  danger  of  too 
great,  74. 

Sports,  all  kinds  of,  approved 
of,  142. 

Statics,  rudiments  of,  to  be 
taught  in  Mother  School, 
140. 

Strassnick,  school  of,  27. 

Sturm,  John,  of  Strasburg,  14  ; 
Jesuits  adopt  best  parts  of 
his  methods  in  their  schools, 
15  ;  his  influence  on  gram- 
mar schools,  16 ;  on  waste  of 
time  in  learning  Latin,   30, 

35. 

Style,  importance  attached  to, 
by  the  early  Humanists,  10  ; 
faults  of  cultivating  for  it- 
self, 15  ;  to  improve,  weekly 
letters  among  the  pupils, 
204. 

Sweden,  50. 

Syncretism  (the  use  of  Ana- 
logy) ,  as  a  method  of  ascer- 
taining truth,  62. 

Synthesis,  as  a  method  of  ascer- 
taining truth,  62. 

'TabIvE,  public,  for  poor  schol- 
ars, 199. 

Tassius,  Adolph,  quoted,  47. 

Technical  Schools,  properly  so- 
called,  115. 

Text-books,  improvement  in, 
chief  benefit  to  youth  from 
revival  of  letters,  11  ;  those 
that  require  to  be  written, 
149  ;  good,  essential  to  the 
teacher,  163 ;  Comenius's 
own,  173-194;  Greek,  194; 
Hebrew,  194. 

Theologians,  Greek  and  He- 
brew necessary  languages  for 
^19. 


Thirty  Years'  War,  26,  31. 

Time-table,  205. 

Topfer  (Potter),  ^  the  family 
name  of  Comenius,  25. 

Traditio  Lampadis^  in  his 
work,  Comenius  passes  on 
his  didactic  mission  to  others, 
66. 

Transylvania,  reform  of  schools 
in,  55- 

Travel,  with  a  view  to  educa- 
tion, 152. 

Trotzendorf,  Valentine,  his  aim 
in  education,  14 ;  Jesuits 
adopt  best  parts  of  his  methods 
in  their  schools,  15. 

Turkish,  Comenius's  wish  to 
translate  the  Bible  into,   70, 

Typographemn  Vivium^  65. 

Unity  of  Protestant  Christen- 
dom, Comenius's  desire  for, 
69. 

Universities,  Aristotelian  phy- 
sics, metaphysics,  and  the 
scholastic  philosophy  in  the, 

17. 
University,  should  be  found  in 
every  kingdom  or  large  prov- 
ince, 137. 

( Academia) ,  the  idea  of, 


150-152. 

Unum  necessarium  ('  the  one 
thing  needful '),  Comenius's 
last  work,  70. 

Vacation,  Christmas,  etc., 
205. 

Varro,  to  be  studied  for  Econ- 
omics, 170. 

Ventilabruni  Sapieniice,  etc., 
a  critical  survey  of  all  he  had 
written  62. 

Vernacular,  teacher  to  use 
same,  as  the  pupil,  91  ;  a 
necessary  language,  119;  de- 


272 


UFK  AND   WORKS   OF   COMENIUS 


mands  more  time  than  any 
other  language,  120 ;  more 
important  than  I^atin,  144. 

Vernacular-Iyat in  Lexicon, 
should  be  constructed  by 
boys  for  themselves,  183. 

Vernacular  school,  object  and 
scope  of,  144-147. 

Verse-making,not  commended, 

20Q 
Vesitbuluniy    Comenius's,    41, 

53,  n.,  235. 
Vestibulum     (Latin     Primer), 

Comenius's    first    text-book, 

'  173-176  ;   second  edition  of, 

176-180  :  to  be  gone  through 

ten  times,  186. 
Virtues,     the    four    Cardinal, 

124. 
Vitruvius,    to    be    studied  for 

Architecture,  170. 
Vives,  Ludovicus,  11,  20 ;  on 


waste  of  time  in  learn  ing^ 
Latin,  30,  42. 

Vocabularies,  preferred  to  Dic- 
tionaries for  beginners,  122, 
123. 

Vossius,  on  teaching  of  Latin, 
35  ;  opposed  to  cumbrous, 
rules  of  grammar,  159. 

We;issknburg,  29. 

Wet  nurses  denounced,  143. 

Wilcitz,  33. 

Winkler,  George,  correspon- 
dent of  Comenius,  36,  t^. 

Words  versus  things,  99,  loi, 

to  be  taught  with  things, 

109,  158, 162,  221. 

Writing,  one  of  the  *  Arts '  with 
Comenius,  115. 

Wycliffe,  11. 

Zerotin,  Karl  von,  protects 
Comenius,  32. 


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